Creating Sparks
Creative Professional Development to transform learning and teaching throughout your whole school community
Hello
We are CapeUK. We help children and young people face the future with creativity and self-belief What’s inside This pack presents our professional development programme of creative approaches to teaching and learning. They have proven to be instrumental in helping whole school communities make positive transformations by instilling a culture of creativity. We hope our creative programmes inspire you to think about creativity and the professional development that will enable your staff to place it at the heart of teaching and learning.
What we do CapeUK is an independent educational trust. We work closely with schools, youth and community organisations, universities, the cultural and creative sector and other agencies to help prepare children and young people to survive and thrive in increasingly complex environments.
How we work CapeUK’s development team works regionally, nationally and internationally as brokers, facilitators and evaluators of creative learning programmes. It draws on deep understanding of the educational landscape and how the current period of rapid change impacts on schools.
During the last 15 years CapeUK has led national and regional creative learning initiatives. Through delivering programmes such as the Creativity Action Research Awards, Creative Partnerships and Teacher Artist Partnership Programme, we have developed strong and effective partnerships with hundreds of schools.
The backgrounds and current work of team members encompass advising government departments, membership of boards in the education and creative sectors and involvement in educational research. CapeUK’s associates have a wide range of creative, cultural and artistic expertise with a wealth of experience in nurturing a creative learning environment. This partnership between our development team and the associates brings together many years of success in the design, facilitation and evaluation of creative approaches to teaching and learning that support school improvement.
Creating Sparks Sparkks
We achieve this by placing creativity at the heart of inspired teaching, learning and leadership What is creative learning? Placing learning in a creative context has been shown to dramatically increase the level of engagement within the classroom. Creative learning develops the capacities to: – formulate and ask questions – make connections between different ideas – envisage and imagine possibilities – explore and experiment with ideas – reflect on our actions and solutions – work through challenges to create and design products or solutions – wrestle with the challenge of uncertainty
The impact of creative learning on children and young people We know from our experience that creative approaches to teaching and learning have a positive impact on young people’s motivation, attendance, behaviour and attainment. But if we’re really trying to prepare children for the uncertain, challenging and increasingly complex futures they face, we need to make sure that we nurture their creativity, resilience and imagination.
Our creative learning approach Bringing together creative people and school staff enables us to create a strong partnership to shape exciting, vibrant, dynamic learning opportunities that have proven positive impact.
“We provide a first class curriculum and it’s down to the support that we get from CapeUK. I would say that creativity is absolutely essential if we are to equip learners for the 21st century, it’s not a luxury, it’s essential.” ~ John Devlin, Headteacher, Our Lady of Victories, Keighley
Our Unique Approach
We work with you to design, plan and deliver creative interventions that work in your school, with your learners and for your community Tailor-made solutions No two schools are the same. Creative leaders know that there are no quick solutions; off-the-shelf pre-packages often have a limited impact. We tailor our offers to your school, your teachers and your learners. Our Continuing Professional Development (CPD) is always negotiated and reflective; it impacts on practice and fosters valuable creative behaviours at every level. We are at a time of rapid change in education policy; CapeUK can help you to navigate those changes. Negotiated Our CPD starts with a consultation meeting between a member of our development team and key staff in your school so that we fully understand your context and professional development goals. Together we will create the perfect match between your school needs, our offers and our team of creative associates. Your chosen associate will follow this up with a planning visit to make sure the CPD is designed to fulfill your needs.
Reflective Our CPD allows time to think individually and collectively. It encourages participants to explore and analyse the impact of their practice. The aim is to question assumptions and arrive at new understandings. Impacts on practice Our CPD is interactive and integrated into everyday practice to develop understanding, confidence and sustainability. It follows a coherent yet flexible process from analysis of need to evaluation of impact. Developing creative behaviours Creativity, innovation and ingenuity are defining characteristics of being human. It’s not just about the arts, but about seeing and doing things differently in every sphere of human endeavour. Our CPD will support you to model and promote the ability to imagine, explore ideas, make connections, question, reflect, take risks and handle uncertainty with resilience and creativity.
Our Programmes Index, models & costs Themes
– Creative approaches to transition – Parental engagement and family learning – Creative approaches to teaching, learning and assessment – Involving pupils in school development – Community cohesion – Using digital media for teaching and learning – Spaces for learning – Creative approaches within subjects – Engaging the disengaged – Creative curriculum planning – Accreditations
Please turn over to see our models and costs
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How it works
We have designed four models for you to choose from, ranging from a short input to a year-long partnership. In the following pages you will find a wide variety of CPD offers under ten themes. However, if they don’t fulfil your needs we can adapt a model to suit you and your budget.
You do not have to decide exactly what you want before you contact us. Our consultation meeting is the opportunity to ask questions, and shape exactly the right CPD for your school.
Bronze
Silver
Silver plus
Gold
A consultation meeting with CapeUK staff, followed by a planning conversation with our associate, who will then prepare and facilitate a full day’s CPD session for your staff.
A consultation meeting with CapeUK staff, followed by a planning conversation with our associate, who will then prepare and facilitate the first of two days of CPD for your staff. Your staff and our associate will negotiate ideas and processes to test out in the classroom, applying the knowledge and allowing time for reflection, before coming back together. The second day will build on these experiences, while developing and deepening your staff’s knowledge, experience and confidence.
Your staff may welcome the chance to explore and embed their new creative teaching and learning approaches by working in partnership with the associate in the classroom. A further four days with your associate, in addition to the twoday Silver model, is a great way to see ideas and processes modelled with learners, while trying out new approaches in a collaborative, supported and safe environment. You can use this additional time between CPD sessions in whatever way you feel is the most effective – individual or group lesson planning, delivery, surgeries or reflection.
The best partnerships involve dialogue, mutual respect, curiosity and a sense of exploring new territory together. Our initial consultation and planning meetings, followed by three days of CPD and an additional eight days of associate time in school will allow you to develop a deep and powerful partnership with your associate. It offers time to explore how creative teaching and learning can enhance practice and support the wider development needs of your school. How you spread these days is up to you.
Cost: £750 + travel expenses
Cost: £1,350 + travel expenses
Cost: £2,600 + travel expenses
A non-refundable charge of £150 will be made for the initial consultation meeting with CapeUK. This will be deducted from subsequent CPD bookings.
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In addition, a member of the CapeUK team will review and evaluate the impact of the partnership. Towards the end of the partnership, we will facilitate a half-day forward planning meeting with your school leadership team, focused on future sustainability and development. Cost: £5,000 + travel expenses
Get creative Contact us
0845 450 3700 enquiries@capeuk.org to discuss your next step
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Creative approaches to transition
We are offering a range of professional They all have elements of practical development opportunities for your teachers participation, critical reflection and that encompass both the concept and consideration of impact on current practice. practice of transition. These offers are They are designed to help teachers get to designed to enable teachers to develop their know new students. They enable teachers ability to help learners recognise change as to help learners become familiar with new a positive experience. As children progress environments and to respond positively to through differing learning environments, their new learning strategies. ability to continue to develop as active and “This has really given us a chance to independent learners is a crucial factor in determining both their achievement and see the impact of transition on particular behaviour. pupils … I can now equip myself to These offers focus on developing creative and positive responses to the experience of change. They seek to identify those processes and practices that lead to the development of confidence and self-esteem and enable learners to develop resilience and overcome anxiety.
support them.” ~ Staff member, Paddock Junior and Infant School, Marking the Way Transition Project
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Our starting points
‘Visualisation, familiarisation, reflection’
‘States of well-being’
with Jay Moy
with Alex Hallowes
This offer will give your staff the skills to use various forms of digital media as effective tools for dealing with transition. Still images and video, used in conjunction with simple software packages, will be used creatively to explore three key concepts relating to change – visualisation, familiarisation and reflection.
This offer will aim to deconstruct ‘transition’ to enable deeper understanding, and thus implement more developed strategies for its management. Alex will use Ferre Laevers’ ‘states of well-being’ scale as a conceptual basis alongside her art and design skills, to engage participants in practical activity.
Visualisation enables the learners to imagine how they would feel in a different transition situation to help them explore the issues in a creative and abstract way, e.g. starting their first job, turning from an egg into a dinosaur.
Participants will devise and make models and structures, which will show a developing understanding of progress from one state and forward into the next. In the longerterm offers, Alex will work with you to negotiate and develop a positive strategy for transition in your particular setting. This will enable all concerned, whatever their age, to not only go forward, but to look forward with anticipation.
Familiarisation will allow learners to become familiar with the school environment, staff and other learners as well as getting to grips with how they move around the school. Learners will be able to contribute to their new environment through visual timetables, maps and signposting. Reflection will offer the opportunity to look at how to use blogs, video diaries and photo-stories as tools to promote reflection. This will help learners develop strategies they can use throughout their school career to learn for themselves.
‘Journeys’ with Carry Franklin Every new year brings change and demands resilience and a readiness to adapt and progress. Carry will explore the theme of transition with you by using drama to get inside a simple story on the theme of ‘Journeys’. The content of the story will be appropriate to each different age range. The story will be a starting point for exploring the issues and emotional landscape that accompanies change. Along the course of the journey the participants face dilemmas and challenges that will enable them imaginatively to explore and reflect upon the skills and strengths they need to face change with confidence. Carry will work with you to develop a range of drama skills, building up a ‘tool box’ for your staff that they can use to enthuse, engage and motivate learners.
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Get creative Contact us
0845 450 3700 enquiries@capeuk.org to discuss your next step
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Parental engagement and family learning “The impact on attainment and adjustment of parental involvement at home is more enduring and direct than parental involvement at school.” ~ Professor Charles Desforges
“As staff we now really know the parents and have good relationships with them. The time together on a regular basis has changed levels of trust. We get a brilliant response from them, always, and they’re more willing to do stuff for us.” ~ FS2 Teacher, Watercliffe Meadow, Creative Partnerships Programme managed by CapeUK, 2011
Parents and carers are a child’s first and most influential teachers. We are offering a range of professional development opportunities that will explore how to use creative approaches to engage parents and carers and to build family learning opportunities. A creative approach offers the additional benefits of building the confidence and engagement of parents through an inclusive and accessible process. This will allow children, families and teachers to learn and discover alongside each other. These opportunities combine an active exploration of a range of ideas and practical activities with reflective practice, planning and evaluation. This process will promote the development of effective offers of parental engagement and family learning as an integral part of the school’s ethos.
“We have come to all the sessions over the three days and we and the kids are taking away so much we can do together as a family. I didn’t think I could be creative.” ~ Parent, CapeUK Family Learning Project in Brigshaw, 2011
“I’ve never been to the art gallery before – the children were dying to come – they’ve been asking and asking.” ~ Parent, CapeUK Family Learning Project in Birkby, 2011
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Our starting points
‘All the way home’
‘Museum of community’
with Rachel Newman
with Carry Franklin
“Now we have got parents asking us about reading, we know that it’s making a difference because before it was our job to do, whereas they see themselves as partners in the process now.”
Culture is not just about music, art and drama – it involves the small everyday routines, practices, values and beliefs that families pass down through generations.
~ Linda Kingdon, Head Teacher, Watercliffe Meadow Community Primary School, about Rachel’s work, 2011
Rachel offers the development of a strategic, wholeschool approach that will promote the engagement of parents in family learning in early years and primary settings. Rachel will work with you to plan a bespoke project, using tried and tested approaches that develop creative and relevant ways to engage parents and carers in their child’s learning. She will guide you through a process to identify the tools needed to interpret and evaluate, ensuring that the project’s findings are shared and developed across the school. This will lead to a cohesive and responsive approach to involving parents and carers in your learners’ education so that they learn and make progress.
‘Building communication – a foundation for family learning’ with Sophie Hunter “Communication leads to community, that is, to understanding, intimacy and mutual valuing.” ~ Rollo May, psychologist
Sophie’s approach offers the chance for staff in your school to consider good communication as a key element in engaging and developing families as learners in school. The training will be practical and creative. Sophie will model a variety of ways of working with different groups: parent–child, parent–parent, parent–staff. She will introduce methods that have the power to transform communication as well as practical hints and tips drawn from her previous experience of working with schools. Your staff will become enthused by their own creativity. They will take away practical ideas and strategies for promoting the confidence and engagement of parents and for building a shared learning community.
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The wider school community of parents, grandparents and carers is a rich and varied learning resource. Using simple storytelling techniques, personal artefacts and ideas of curatorship, Carry will help your staff to gather the stories that reflect the cultural identities of your children and the school community as a whole. These will be used to build an inclusive cultural archive, a ‘museum of community’. This will engender an ethos of shared family learning and participation. Outcomes will include stronger relationships between school, parents and children, new skills and confidence for parents and a real opportunity for your whole school community to become more inclusive; to share, learn and create together.
‘Learning on a plate’ with Tim Curtis Working alongside Tim, you will develop in your school the skills and confidence to bring parents and children together to explore the possibilities of linking food, creativity and family learning. Staff will learn to link the preparation, presentation and consumption of food to art and design, communication skills and the latest nutritional advice. Families, staff and children will be encouraged to celebrate the sharing of food across cultures and traditions. The aim is to develop the ability to use food and meals as a site for learning together. You will have the opportunity to build towards a whole-school cooking or meal experience. Over time Tim will help you develop and explore strategies to deploy skills, expertise and experience to use family cooking and shared meals as a focus for family engagement in learning.
Get creative Contact us
0845 450 3700 enquiries@capeuk.org to discuss your next step
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Creative approaches to teaching, learning and assessment “Staff and parents have noticed a remarkable improvement in children’s speaking and listening, thinking and problem solving skills. Children have relished the opportunity to be independent, thoughtful problem solvers. Teachers are much more willing and capable of taking risks in their delivery and teaching.” We will help you to develop a strategic approach to teaching, learning and assessment for your school. We will build on the knowledge, understanding and skills already at the heart of your practice. This is an opportunity to consider and put into practice creative approaches that deepen the relationship between three fundamental building blocks of education. As a result, your learners and staff will increase their motivation and deepen their engagement with learning.
~ Head Teacher, Royd Nursery Infant School, Creative Partnerships Programme managed by CapeUK, 2008
“The headline news is that we got amazing SATs results – English up from 71% level 4+ to 93%, maths up from 52% to 74% level 4+, and science up from 51% to 93%. I am convinced that part of the credit is that we did not cram the kids all year with SATs work, but did lots of hands-on activity and visit-based work, some of it seemingly risky, but These creative offers reflect emotionally intelligent practice. Improvement will be seen what an outcome!” in the developing rigour of teachers’ planning combined with learners’ increasing freedom to question and experiment. Assessment, both formative and summative, will be seen to deepen learning. By using collaborative processes, we can help your teachers set challenging tasks, deepen learners’ subject knowledge and understanding and teach them the skills needed to learn for themselves.
~ Head Teacher, Tinsley Junior School
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Our starting points ‘Making learning memorable’ with Chris Squire Memorable learning occurs when we really engage with a subject, have a distinctive experience with it or find a personal connection. In schools this is the result of creative teaching approaches that enthuse, engage and motivate learners so they learn and make progress. Chris will invite your staff to reflect on the conditions needed for creative teaching to thrive. First he will build with you a shared vision of what creative learning looks like, and then work with you to support, share and embed new practice. His practical creative sessions will explore approaches applicable to many subjects and themes. They will make use of mixed and digital media in focused activities, exploring imaginative story, hypothesis and the use of metaphor to make learning memorable. The sessions will help participants develop, test and assess creative approaches and lead them to reflect on and learn from experience.
‘Brilliant brains’ with Debra Kidd Recent developments in cognitive psychology and neuroscience can offer schools a deeper understanding of how children learn and how best to teach and assess them. Debra’s offer will build staff confidence in applying this understanding in practical ways. She will explore in particular the development of intelligence and how to nurture its development in a classroom. Through practical workshops Debra will work with you to find new ways of making learning and assessment exciting and memorable for young people. Acknowledging current attention being placed on the quality of teaching, Debra will help you build strong contexts for learning which deepen learners’ subject knowledge and understanding and foster skills for independent learning.
‘From strength to strength – creative teaching through peer learning’ with Sarah Spanton The core of Sarah’s offer is focused on peer learning as a powerful way of deepening understanding of practical and theoretical creative teaching, learning and assessment approaches. Working together and taking account of the strengths in your unique setting as a starting point, you will move towards making lasting, valuable changes to personal teaching practices and shared team pedagogies.
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Sarah’s facilitation style will ensure your staff will learn from their peers, through an examination and sharing of teaching practice. Participants will undertake both a personal and a collective development journey, identifying strengths and areas for development. Staff will understand and develop their practice through accessible, discursive and practical training techniques derived from the contemporary visual arts. They will be stretched and supported constructively, reflecting together to maximise the effectiveness of their teaching practice.
‘A philosophical approach’ with Grace Robinson Philosophical questions underpin every area of learning. Grace will help you and your learners identify and explore the philosophical questions that make teaching, learning and assessment meaningful, compelling and worthwhile. Grace will work with you to model a ‘community of philosophical enquiry’ a rich and versatile approach that will help children see any subject in an intriguing and challenging new light. She will share with you some of her dialogic and enquiry-based strategies. These will motivate new topics, deepen subject knowledge, promote independent learning, enhance reciprocal enquiry and transform formative assessment.
‘Wunderkammer! Developing curious minds through material forms’ with Gill Hobson The approach known as ‘Wunderkammer!’ uses a range of objects to stimulate creative thinking and behaviours. Echoing the idea of a cabinet of curiosities, Gill uses simple objects and artefacts to invigorate teaching practice and stimulate imaginations. In partnership with you, Gillian will undertake a process of selection and appropriation that will stimulate sensory and intellectual enquiry. This process can help you develop links between curriculum areas. It also supports and deepens subjectspecific learning. Artefacts become gateways to dialogues and debate, supporting core attributes of social interaction, speaking and listening, engagement, motivation and personalised learning. Gill will work with you to identify and develop key areas of activity and impact. She will help you develop your ability to use the practice effectively and examine how you make links between the material and virtual worlds we experience, underpinning curiosity, motivation, attainment and assessment.
Get creative Contact us
0845 450 3700 enquiries@capeuk.org to discuss your next step
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Involving pupils in school development This theme puts student voice and influence at the heart of your school. Effective ‘voice and influence’ work is a powerful force for change, enhancing achievement, attainment, safeguarding and well-being. It develops key skills for learning and life for young people, school staff, parents and governors.
“I now have a clearer understanding of what ‘child-led’ actually means. I feel much more comfortable standing back from the class and being more of a facilitator than a leader.” ~ Teacher involved in CapeUK CARIS programme, 2008
“I was really surprised at how the children understood what we do. The creative planning idea worked really well. We are now planning with each class, a full morning of planning for the first term. We knew we had co-construction for the independent time, but have now used it for the rest of the curriculum. It has reinforced that Plan, Do, Review methodology.” ~ Teacher, Barnburgh Primary,
CapeUK Voice in the Middle Project, 2011 These offers will enable you to put policy, systems and processes in place that will “It has given us a point of reference – this raise the status and visibility of ‘voice and is just the beginning. It’s not just about influence’ work and address key issues of pupil behaviour and safety. You will be able, ideas but what you are going to do. to creatively explore and develop a culture Students have had their voice heard in your school that promotes learners’ moral, and it must be said that some social and cultural development.
We will work with your school using distinct creative approaches, including philosophical enquiry, film-making, photography and new media. In collaboration, we will document, evaluate and reflect on the learning that takes place.
of the staff are finding some of what they say quite challenging. The project has left us unsettled – but that was the aim!”
~ Head Teacher, Ilkley Grammar School, CapeUK Voice in the Middle Project, 2011
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Our starting points
‘Collaborative policy and practice’
‘Exploring values, principles and ethos’
with Jael Edwards
with Grace Robinson
Working with Jael will enable your school staff to model and test creative approaches to developing your current practice. Using participatory action research and peer and individual mentoring, Jael will help you to investigate what is important for staff and young people in your school. She will ensure that everyone’s voice is heard and that their opinions are translated into meaningful policy that shapes the ethos of your school.
Grace’s offer will model a ‘community of philosophical enquiry’ – a rich and versatile pedagogical approach. It is the perfect forum for you and your students to engage in purposeful pupil voice and influence work about the things that really matter to you.
Developing policy can be a dry process, but the impact of doing this in practical collaboration with young people will create excitement, greater ownership and better engagement in learning. Together with Jael, you will explore a range of structures that are accessible to all young people. You then use these to support learners to participate in and influence all aspects of school life alongside their teachers and the wider adult community.
Philosophical enquiry has at its heart questioning, listening, reasoning, dialogue and reflection. It helps to create an environment where children can talk with confidence about what they are feeling, thinking and doing in their school life. Children’s philosophical questions, and the values and principles these conversations expose, are the foundation of a school’s ethos. Grace will share some of the dialogic and enquirybased strategies that make these kinds of meaningful conversations with children possible.
‘Opportunities to flourish’ with Quentin Budworth Quentin will use film-making, photography and new media to work with your school to generate discussion, develop, refine and communicate the ideas of your learners and staff. He will support you to produce media and interactive events that reach and engage the hearts and minds of the whole school community – increasing engagement, discussion and motivation by creating the opportunity for your school to reflect, assimilate and celebrate the ideas and aspirations of the whole learning community. Quentin will enable your learners and staff to champion new ideas and refresh the ethos and culture of your school.
www.capeuk.org
Get creative Contact us
0845 450 3700 enquiries@capeuk.org to discuss your next step
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Community cohesion “The biggest impact for me was to understand why 25% of the learning should and can happen outside the classroom and that this doesn’t mean it has to be a theme park – Stocksbridge can be just as exciting or, possibly, even more so as it is more purposeful and real.” ~ Samantha Gaymond, Deputy Head, Stocksbridge Junior School
“I am now leading on the community event that we are doing, I am working with the local council and the mayor. Before I would have been in the background, but now I’m leading on it. We have found out what the issues are facing the children and the community but now the question of ‘What are we going to do about it?’ is next.” ~ Specialist Leader, Worsbrough Common Primary School, CapeUK Voice in the Middle Project, 2011
Effective and sustainable external relationships contribute to the spiritual, “I felt very proud to have been part of moral, social and cultural development of a project that reached out into the well-rounded individuals. Learners come to community. Our parents have been respect and understand what it is to play a talking to other parents at other schools part in their communities. Understanding and settings, telling them about our common values leads to raised aspirations work, spreading the excitement – this and an increase in self-confidence. This results in a more positive attitude to learning, can only be a positive step forward in contributing to building a more successful our work towards community cohesion.” school. We offer a range of creative approaches that will develop bespoke and purposeful projects that will improve community cohesion. We will promote the confidence and engagement of parents and work in partnership with external agencies to improve further. The projects will map and explore your community as a resource for learning. They will draw on local knowledge and an exchange of skills to enhance your curriculum. They will help build a stronger school that is positively engaged with its community.
~ Tracey Stones, Deputy Head, Ann’s Grove, Creative Partnerships Programme managed by CapeUK, 2011
“Loved the week even though was exhausted afterwards … Was so great to try out different things, making books, screen printing – the fire pit was great fun. The community centre was a great place for it with so many rooms to do different things… My chronic fatigue syndrome won’t hold me back from such an enjoyable event.” ~ Parent, CapeUK Creative Families (Enterprise) Programme Easter, 2012
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Our starting points
‘Developing a shared understanding’
‘Developing common ground’
with Sophie Hunter
with Annie Berrington
Through the use of drama techniques and creative mapping tools, Sophie will empower your staff with the expertise to develop imaginative and creative community projects. Such projects will deepen both staff and learners’ understanding of the value of a sense of place and belonging. Working in partnership also promotes an understanding of similarity, difference and tolerance. Learners will develop confidence, social skills and important life skills.
This offer will support and inspire you to use your outdoor space to strengthen relationships within and beyond the school gates.
By mapping the particular community you or your school want to focus on – be that your class, your street, your school, your family of schools, or the wider world beyond – you will be better able to explore and understand potential connections and partnerships, issues and opportunities that will inform the curriculum and enthuse, engage and motivate learners.
Whether it is developing understanding between learners, strengthening confidence and engagement of parents or working in partnership with other schools and external agencies, Annie will give staff the knowledge, skills and confidence to facilitate community learning in the school grounds or a local green space. From trust-building games and challenges, using tools or cooking and sharing food and stories around a campfire, staff will experience how outdoor activities can provide a stimulus for high quality teaching and learning through supporting learners to make connections between their learning and the wider community. By ‘developing common ground’ staff can discover engaging ways to develop a rich learning resource in their community.
‘Sharing stories that matter’ with Rupert Creed Rupert’s expertise focuses on helping staff build significant learning opportunities through the platform of gathering and sharing stories, whether drawn from real-life or our imagination. When presented back or performed, these stories come vividly to life in the present and the shared experiential learning and enjoyment is all the stronger. Rupert’s approach will encourage staff and learners to identify who in the community they want to partner and why. It will clarify learning aims and outcomes relating to target year group, subject area and personal skills learning. He also will offer support in project design and activity. This offer will support staff in developing a creative curriculum through building new learning partnerships with a range of external agencies.
www.capeuk.org
Get creative Contact us
0845 450 3700 enquiries@capeuk.org to discuss your next step
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Using digital media for teaching and learning Digital media technology offers exciting opportunities for teaching and learning. Our trainers can train your staff (from the technophobe to the tech-savvy) to use digital video, photography, audio and animation so they are confident in using these valuable tools in the classroom. Using the media resources that are already available in your school, or are easily accessible, we will work with you to develop straightforward, low-tech strategies. These can be easily applied across the curriculum, and will be appropriate to year group and learning objectives.
We will give you the skills to deliver the finished products in the best way for your existing digital platform, be it the school’s intranet, pupils’ individual blogs or the virtual learning environment. We will look at how the school can get the maximum value from these media products. We will work with you to develop new platforms for sharing, learning and pupil engagement.
“I’m most proud about seeing the end product of our work on DVD and the interest my son has shown and realising how keen on this type of project he is.” ~ Parent, Shirecliffe Families’ Film Project, 2011
These creative approaches develop students’ generic learning skills in researching, organising and presenting material. They are highly effective in engaging and motivating students by giving them increased ownership of their own learning.
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Our starting points
‘Ultra-short films for schools’
‘Sound schools’
with Quentin Budworth
with Rupert Creed
This offer is aimed at schools who wish to develop the quality of their teaching by enthusing, engaging, motivating and challenging learners and teachers. Quentin offers the opportunity of using video to create ultra-short films that deepen pupils’ subject knowledge, understanding, and develops the skills needed to learn for themselves.
Rupert offers strategies and training in using digital audio in the classroom. Using simple digital recorders and free available software, your staff will learn, apply and develop a range of techniques and models. This will enhance their teaching and improve their learners’ learning.
Taking short film, television advertising and music video as his starting points, Quentin will look at using digital film-making as a tool for teaching, learning and sharing information throughout the school and to the wider community. Using a practical approach, Quentin will work with you to establish a film-making process that is quick, efficient, works with your equipment and serves the needs of your staff and learners.
Audio is a highly effective platform for subject and topic learning. It develops oral, listening and literacy skills for factual and fictional writing and encourages learning beyond the classroom. Rupert will offer your staff handson learning in the use of digital recorders and editing software. He will assist them in identifying creative approaches to applying digital audio for teaching and learning. He will support them in designing and delivering challenging audio project work with students.
‘Animated learning’ with Jay Moy
‘Eloquent images’ with Chris Squire Digital cameras are everywhere but are we making the best use of photography and picture-making as a visual prompt for learning? New media in the classroom does not have to be frightening or frustrating – it can be both fun and challenging. It can help learners have a deeper engagement with learning. Chris offers practical guidance and supportive training in how to use photos to promote education by helping learners to visualise learning and picture progress. The process of digital storytelling also enhances visual literacy. Your staff will be offered training to develop core skills, be prompted to consider and develop creative approaches for learning and assessment and be supported in defining and delivering project work that use cameras to help learners progress and achieve.
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Jay will give your staff the skills to make various types of animation and consider ways to use animation to improve literacy. The use of animation in school also has a proven track record for increasing pupil engagement. It has a wide range of applications that help develop subject content across the curriculum. Using free or inexpensive software, every school has the ability to produce various styles of animation with the equipment it already has. Stop-frame animation, traditional hand-drawn techniques, ‘claymation’ and computer-generated graphics can all be used in a classroom environment with great results. The processes involved in producing animations enable in-depth analysis of a subject and promote creative thinking and problem solving.
Get creative Contact us
0845 450 3700 enquiries@capeuk.org to discuss your next step
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Spaces for learning We will work with you to explore the potential of indoor, outdoor, transitional and imagined spaces. This will further enliven the curriculum and promote a more engaged and motivated school community. We will help your staff and young people develop a sense of belonging, identity and ownership of your shared spaces. We will extend your ideas of what your space can be and do.
“For some of them it was just that change of being able to go around Looking at spaces through fresh eyes can and think on their feet, literally… bring new ways of seeing the challenges and possibilities of the learning environment. to just walk around and rummage and find things.” These offers will explore how alternative perspectives on the use of space can inspire new ways of thinking, learning and doing. This will enhance the quality of teaching and learning in your school. Our environment affects the way we feel and impacts on learning, motivation, engagement and behaviour. In most settings there are spaces that could be brought into play, rethought and transformed to help bring learning to life. This will present you with a multitude of opportunities to enthuse, engage and motivate learners so that they learn and make progress.
~ Artist, Creative Space: Creative Approaches to Science Learning in Schools
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Our starting points ‘Pushing the boundaries’ with Annie Berrington “Risk-taking in the outdoor environment has an impact on children’s willingness to take risks in their learning within the classroom and throughout life.” ~ Trisha Maynard, 2007
Annie will focus on developing a positive attitude to risk through the challenge of the outdoor environment. She will inspire your staff from early years and primary settings to develop the confidence to push their own boundaries in order to support learners to challenge themselves. Learners need to know how to take physical, emotional and intellectual risks to reach their full potential. Annie will support your staff to experience different concepts of managed risk and engage in hands-on creative activities, such as physical challenges and tool use. Together with you she will consider how to establish a policy of positive risk-taking in your setting.
‘Spaces for learning’ with Alex Hallowes Spaces that support practical creative activity encourage high quality teaching and learning. This is an opportunity for you to re-evaluate your space, from the point of view of everybody who uses it. With you, Alex will identify and evaluate its successful features and use this understanding to create new spaces and to transform those features, inside and out, which do not yet work. Alex will work with your staff to audit what you have, looking through the eyes of both staff and learners. Working with you she will look at ways of changing, for instance, the layout, the furniture, the displays and the usage with minimal fuss and minimal capital outlay, yet maximum effect.
‘Widening horizons’ with Gillian Brent Many primary age children have limited experience of the world outside their homes and neighbourhood. Gillian is offering an approach to making spaces become full of significance and inspiration. She will work with a range of simple materials and objects to model how temporarily transforming spaces in school can make the learning of a particular topic an immersive and eye-opening experience.
Adopting this approach will deepen knowledge and understanding in specific subject areas such as history (re-creating a particular period or event) or for crosscurricular work (exploring a topic such as rainforests).
Sensing space – creating inspirational learning environments with Gill Hobson The sensory impact of our environment impacts directly on our potential to learn. Using touch, sight, sound and space through focussed immersive activity, together you will test assumptions about what constitutes a stimulating space for learning. Gill will introduce a range of practical approaches, materials and media to propose strategies that will develop emotional intelligence, critical thinking and reflective practice. The aim is to enhance and enrich the use you make of your school environment. Responding to the role of children as co-creators of their learning environment, this offer will help you develop strategies for action that appeal to a wide range of learning styles and abilities; and respond to the sensory potential of your particular spaces.
‘A living museum’ with Jael Edwards Jael’s offer will help your staff to address display and exhibition in school in a creative and engaging way. The challenge is to consider how the classroom and the school can become ‘a living museum’ of artefacts, art and archives that young people, staff, parents and the wider community together develop and curate. Museums are central to cultural learning for all children and young people. The 21st century museum can be a ‘literal’ or ‘virtual’ place that can engage, stimulate and create a long lasting and interactive learning experience. Jael will support you to reflect on the value of objects for storytelling and learning. Together you will come to understand the process of developing interactive, collaborative and celebratory exhibitions and interpreting them to maximise learning. Jael will support you to explore and utilise the school spaces to inspire research, discussion, reflection, identity building and deep learning for all.
This process will develop learners’ visual, physical, sensory and emotional connections to their learning.
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Get creative Contact us
0845 450 3700 enquiries@capeuk.org to discuss your next step
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Creative approaches within subjects
We will support your staff to develop new and exciting approaches to subject study. We deliver expertise, developed over time through our work with Creative Partnerships, which will impact on the way topics in your curriculum are taught. We can support teams of your staff to undertake innovative practice within a subject area or to develop cross-curricular projects between humanities, science and the arts. Our offers are all bespoke and tailored to build on and complement the existing strengths in your staff. We will help your staff plan, implement and sustain new ways of working that will invigorate learning in subject areas.
“I was amazed to see the students take the four skills and run with them producing poems, physical representations, drawing analogies, thinking outside the box and creating sketches which are not usually seen anywhere near the science labs. The pupils were confident that the work had helped them understand the sometimes abstract processes in science.” ~ Ecclesfield High School, Creative Partnerships Programme managed by CapeUK, 2008
“I have found the whole experience hugely engaging, stimulating and inspiring. It would not be an overexaggeration to suggest that the process, from start to finish has changed my view on skills-based education. Personally, I have immensely benefited. Pupils now see learning in both maths and science as fun.” ~ Christopher Hunt, Maths Teacher, Yewlands School, Creative Partnerships Programme managed by CapeUK, 2008
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Our starting points
‘Theatre of science’
‘Talk it up!’
with Chris Squire
with Rachel Newman
Science and technology give theatre some stunning special effects; now theatre can return the favour by making comprehension of scientific ideas more engaging and memorable.
“Year 6 learners’ speaking and listening skills improved considerably throughout the project and learners who were previously reluctant to write are now writing with purpose.”
Theatre is also called ‘play’ – and this is an opportunity to see how playing with scientific processes can lead to rewarding outcomes. All good theatre has interesting characters, great plots and key transformations. Together with you, Chris will uncover these parallels in science, helping enthuse students with the science behind the magic and making knowledge easier to recall. Working collaboratively you’ll explore applications of magnetism, gravity, sound waves and pitch, light and colour effects, energy transfer and properties of matter used on stage and film. With a fresh perspective, along with practical experiments that can be shared in the classroom, this is a chance for staff to reflect on how to implement new ideas and refresh approaches – all while having fun.
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~ Samantha Gaymond, Deputy Head, Stocksbridge Junior School
Rachel focuses on using drama and discussion to significantly develop the oracy and communication skills that enable learners to participate fully in pupil-led teaching and learning. She will show you ways to improve essential English skills to support a range of subject teaching and learning, including English, science, history, geography and PSHE. Staff will develop skills to facilitate pupil-directed learning and self-assessment. Learners will be encouraged to respond to each other’s ideas, develop knowledge and transfer learning. The foundation of this is developing teachers’ and learners’ abilities to discuss, negotiate, reflect and communicate in a variety of contexts. By developing a responsive and questioning classroom climate, teachers will enthuse, engage and motivate learners to learn and make progress.
Get creative Contact us
0845 450 3700 enquiries@capeuk.org to discuss your next step
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Engaging the disengaged Creative approaches can have a profound effect on children’s motivation, well-being, engagement and attendance. We can support you to develop activities aimed at young people who find traditional approaches to teaching and learning disengaging. Our creative offers are learner-centred and focus on developing personal learning and thinking skills that enable children and young people to engage. The aim is to build on staff’s skill-base to support disengaged children and young people to develop the skills and attributes they need to learn for themselves.
We aim to support you to create a safe environment that allows disengaged children and young people to take creative risks, to provide opportunities to express themselves in new and positive ways. This can lead to lasting changes promoting respect and positive behaviour and attitudes towards others. This includes the way learners work together and treat one another.
“We wanted to develop the confidence and presentation skills of these children who we thought were capable yet underachieving because they needed the right stimulus or vehicle to develop these skills, which the project so successfully provided.” ~ Sir Harold Jackson Primary School, Creative Partnerships Programme, 2008
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Our starting points
‘Making it real’
‘Flip it! – reversing the classroom’
with Gillian Brent
with Sarah Jane Mason
It is well documented that young people in pupil referral and inclusion units who have disengaged with traditional classroom-based learning often respond well to practical, hands-on three-dimensional (3D) activities. Gillian will model with you some practical, open-ended 3D activities, working with simple materials and resources. These are designed to help you encourage learners to think about and experience topics and subjects in new ways.
Flipping expectations by reversing traditional classroom roles, placing the learner in a position of responsibility, can be a refreshing way to engage with those who find traditional methods a barrier to learning. Creating a positive learning environment where all involved have constructive roles, responsibilities and outcomes can be a challenge.
Developing creative thinking and problem solving skills that have a real 3D outcome will enthuse, engage and motivate learners to make progress in elements of the curriculum that they may otherwise find inaccessible. Examples could be creating interpretations of poetry from the GCSE syllabus using materials and objects as metaphors or building 3D structures of insects, developing observation skills for science.
‘Taking Centre Stage’ with Rhiannon Ellis Developing individualised learning opportunities and allowing learners to determine the pace of their learning have been found to be key ways to tackle disengagement. Rhiannon will explore and model drama techniques and communication strategies to create a learner-centred classroom environment that puts the pupils’ interest ‘centre stage’. Rhiannon will provide a framework for you to support new modes of communication for those who have been traditionally unengaged. This will enable you to ‘map’ and support each pupil’s individual needs. You will explore ways of showcasing the children’s interests to raise self-esteem and develop engaged and motivated learners. Rhiannon will ensure that you try out the techniques and discuss their impact. She will also support you in planning how they can be appropriately and effectively embedded across the school.
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Sarah will model and consider with you a range of creative techniques that are rooted in visual communication to engage disaffected young people through the principle of the reversed classroom. You will experiment with new media and technologies, discovering the potential that these tools hold to enable learners to take ownership of their learning journey and feel empowered, inspired and motivated to progress.
‘Learning from the streets’ with Tim Curtis Learn to create and use safe, legal, inspiring ‘street art’ without spray paint. Working alongside Tim, your school will develop the ability to use ‘street art’ as a vehicle to engage disengaged students, drawing out learning from their own community, their own experience and their own interests. Using the local streets and area will help staff and students see that within their own everyday experience of street life there is creativity and creative opportunity. Exploring ‘street art’ will build self-esteem and a sense of engagement and self worth will create a tipping point that helps students re-engage. Tim will explore and demonstrate the possibilities of safe and legal ‘street art’ as a tool for developing an off-site detached creative project. Tim will also develop skills, expertise and experience with ‘street art’ that your staff can use within their own practice to link with core curriculum areas.
Get creative Contact us
0845 450 3700 enquiries@capeuk.org to discuss your next step
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Creative curriculum planning
The curriculum landscape is changing. Schools continue to be challenged, nevertheless, to help all learners achieve well. These offers will enable curriculum leaders to respond positively to the opportunities presented. Alongside national imperatives, you will be able to develop a ‘local curriculum’ in your school. A curriculum that has creativity at its heart and that is also responsive to your unique nature. Our trainers will work alongside school leaders, classroom teachers and learners. We will undertake the task of deciding how to contextualise, extend, deepen and embed the whole curriculum and learning experience for everyone. We will use creative processes to review the strengths of current practice. We will engage in practical activities that embody models of creative learning, identify areas for development and help design offers that will inspire the school to achieve and improve.
“Since we have worked with Creative Partnerships, the staff, pupils and governors have experienced a remarkable, positive and exciting change to the curriculum and how it is delivered … Staff and parents have noticed a remarkable improvement in children’s speaking and listening, thinking and problem solving skills. Children have relished the opportunity to be independent, thoughtful problem solvers. Teachers are much more willing and capable of taking risks in their delivery and teaching.” ~ Head Teacher, Royd Nursery and Infant School, Creative Partnerships
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Our starting points ‘Curriculum: ideal to real’
‘Core questions’
with Rhiannon Ellis
with Grace Robinson
Rhiannon will support you in developing a curriculum that is unique to your school. She will use a ‘forum theatre’ process to interrogate current practice and identify aspirations from a range of viewpoints. In collaboration with you, Rhiannon will determine a set of achievable steps to create a curriculum, which is really creative.
Grace will explore what happens when you plan your curriculum around big philosophical questions that really matter to your staff and students.
Together you will explore what the current curriculum looks like and think creatively about what it might become. Taking account of the whole school community (children, governors, local community), you will create a statement of aspiration to describe the curriculum. A creative curriculum will only be sustained when it is fully owned. Rhiannon will help you ensure the vision is a shared one. Forum theatre techniques will support you to enable the transition from current practice to the new shared vision.
Together you will review your existing curriculum, identifying questions that currently underpin it. Grace will introduce established methods of philosophical enquiry. You will be able to use these methods with your learners. The dialogic and enquiry skills you develop will also be useful as a practical tool for making and defending specific decisions about curriculum content, now and in the future. The shared core questions that come out of this process will provide a basis for us to plan an aspect of your new curriculum.
‘Composing your curriculum’ with Beci Jamieson
‘Firm foundations for flying’ with Debra Kidd How many of your staff can tell you what learners learned in their subjects in Year 3 or 4 or 6? How many know what children can really do when they arrive at secondary school in Year 7? Why is alliteration taught in Year 10 as well as in Year 2? Understanding progression is the key to embedding success in young people, yet too often we don’t understand where our learners are coming from. Debra will make use of current thinking from cognitive psychology and neuroscience as well as good practice witnessed and developed in schools. She will use practical mapping activities to develop potential curriculum models that will support children from their first day in secondary school with one eye on their last and the other on their past.
Beci’s offer invites you to consider the implications for your school’s curriculum planning process if you were to decide to place music at the heart of the curriculum. Music has the power to transform a space, an idea, a mood, a lesson, a curriculum and child. It is known to aid language development, literacy and numeracy skills. However, music is often a daunting subject for non-arts teachers and might only be used in music lessons or by music experts. Through practical engagement with your staff, Beci will enable you to take a fresh look at your curriculum through the medium of music. She will consider the impact of the national music plan, music hubs, arts partners and ways music could be used to enhance non-arts subjects in your school.
‘Designing a local curriculum’ with Sarah Spanton
‘Creative infusion’ with Sarah Jane Mason A creative curriculum can nurture independent young people that are critical, reflective, exploratory, experimental, resilient, social, capable of collaboration and willing to take risks. To foster such attributes in our learners, we too have to utilise similar skills, modelling these desirable traits ourselves. Sarah will employ visual communication and creative thinking techniques to help you visualise aspirations, synthesise your ideas and extend imaginative planning. Together you will explore creative approaches that focus on developing skills that will enable us to infuse creativity throughout the curriculum. Through these activities, you will develop a transferable tool kit designed to help all learners achieve well.
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This offer invites you to consider planning a curriculum in response to your locality. Sarah will enable teachers and learners to firmly locate the development of knowledge and skills in a curriculum underpinned by understandings derived from the tangible context of your locality. As a school you will determine your own sense of the local. Together you will explore and audit your area, opening up the possibilities of working in partnership, for example with local businesses, organisations and people to extend and improve the range of engaging learning experiences available to your learners. You will agree on what resources (such as a professional gardener or an old people’s home) are valuable and design a bespoke local curriculum framework that underpins and contextualises curriculum content in all subject disciplines. This approach is highly adaptable to the changing national curriculum environment.
Get creative Contact us
0845 450 3700 enquiries@capeuk.org to discuss your next step
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Accreditations CapeUK also offers a range of accredited programmes and qualifications for schools, pupil referral units, further education colleges and youth justice settings.
Arts Council England Bridge organisation in Yorkshire and the Humber CapeUK is part of a national network of 10 Bridge organisations, funded by Arts Council England to use our experience and expertise to connect children and young people, schools and communities with art, culture (including libraries and museums), film and heritage. The Arts Council believes that every child and young person should have the opportunity to experience the richness of the arts and culture. As part of the Arts Council England Bridge organisation role, CapeUK continues to champion both Artsmark and Arts Award across Yorkshire and the Humber.
Arts Award Arts Award inspires young people to grow their arts and leadership talents: it’s creative, valuable and accessible. Arts Award can be achieved at five levels; four accredited qualifications and an introductory award. Arts Award’s unique qualifications support young people to develop as artists and arts leaders. The programme develops their creativity, leadership and communication skills. Open to anyone aged 7 to 25, Arts Award embraces all interests and backgrounds. Through working towards an award, young people learn to work independently, preparing them for their next steps in education and employment. To find out more about Arts Award, please visit www.artsaward.org.uk Throughout 2012/13 CapeUK are hosting FREE Arts Award Information Sessions across the Yorkshire and Humber region. Experts will be outlining what Arts Award has to offer, showcasing case studies from across the region and providing an opportunity for you to find out the benefits and how to embed Arts Award into your organisation. For more information please visit http://www.capeuk.org/arts-awardinformation-session
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Accreditations
Artsmark
Social Enterprise Qualification
Artsmark is Arts Council England’s flagship programme that enables schools, further education colleges and youth justice settings to evaluate, strengthen and celebrate a quality arts offer. CapeUK is supporting schools and settings in Yorkshire and Humber to gain Artsmark status and develop a clear vision for the arts. For more information please visit http://www.artsmark.org.uk/
The Social Enterprise Qualification (SEQ) provides structure, encouragement and accreditation for budding social entrepreneurs of any age. It builds ethical enterprise skills and gives learners the confidence to make positive social change for themselves and others. The SEQ is creating a generation who think and act differently about the challenges of today’s world. CapeUK are committed to social enterprise principles, operating in a way that creates positive social change. We do this through leading and partnering with programmes that prioritise the right for every child and young person to experience and develop their own channels for creativity (be it through the arts and/or social engagement) which will lead them into being proactive young adults in the future. CapeUK will provide training to schools, FE Colleges, youth workers and adult training providers across Yorkshire and Humber, to deliver SEQ in their own particular settings. SEQ has been developed by the Real Ideas Organisation (RIO) and delivered in conjunction with CapeUK.
Networks and partnerships Building effective networks is one of CapeUK’s key areas of expertise – creating, facilitating and hosting effective networks across the education, arts and culture sectors. Networks enable professionals to share best practice, develop knowledge and enrich ideas in order to improve performance and identify new trends and collaborative opportunities. CapeUK has connected to people and organisations regionally, nationally and internationally, continually seeking to draw on learning and experiences worldwide.
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Many schools and youth groups already undertake a range of positive, social and environmental activities; with the arrival of SEQ there is now a route to recognise, encourage and value that activity, providing a framework and accredited qualification (Bronze SEQ is a QCF Level 2 Award and Silver SEQ is a QCF Level 2 Certificate.) For more information, please visit http://seq.realideas.org/
Get creative Contact us
0845 450 3700 enquiries@capeuk.org to discuss your next step
Get Creative
Contact us We look forward to the possibility of partnering with your school. Please contact us on
0845 450 3700 or email
enquiries@capeuk.org to discuss your next step
CapeUK is based in Yorkshire and the North West, with offices in Leeds, Sheffield and Manchester.
Š CapeUK 2012 | Design: www.danforster.co.uk
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