CRAFTed Learning Skills for Life Primary Schools Programme Report 2014

CRAFTed: Learning Skills For Life

Primary Schools Programme Evaluation 2014

The experience of making

Today the experience of making is more important than ever as we continue to move in a fast-paced society, one largely dominated by digital and technological interface experiences. Making takes time, while learning skills and applying skills to tasks involves a dedication and devotion to materials and processes. The opportunity to discover the power of making by hand in a school environment is vital to enable young children flourish in their creativity.

Through exploring craft materials such as felt, clay, willow, wood and new mixed media, these hands-on making experiences can open up worlds of possibilities for children.

Every child should have the chance to have access to and engage in creative projects with professional makers. These creative interactions can enable young children to gain confidence in their own ability to make and shape their environment. As Richard Sennett writes in The Craftsman, ‘craftsmanship names an enduring, basic impulse, the desire to do a job well for its own sake’.

The Design & Crafts Council of Ireland’s CRAFTed programme facilitates teachers and children in exploring their creativity and it introduces the dynamic world of craft, design and making techniques into the classroom. The class works together as a team on a creative project while linking in with specific education curriculum strands. CRAFTed also offers experience in 21st century skills like collaboration, problem solving, and encourages children to fulfill their own potential as young individuals.

On behalf of the Design & Crafts Council of Ireland, I would like to sincerely thank Polly Minett, Carrie Lynam and Amanda Walsh for all their work on compiling this report.

Working collaboratively as a team and sharing good practice is an intention of the CRAFTed programme and of this report. We are delighted to share here the development and delivery of CRAFTed: Learning Skills for Life in 2014.

Muireann Charleton Education & Innovation Manager Design & Crafts Council of Ireland

Foreword Two strong features strike me about the CRAFTed programme. Perhaps the most obvious and striking manifestation of the experience has been the astonishing quality of the work that the young people have made. I have had the pleasure of seeing at first hand much of that wonderful work. Equally, I have also felt the excitement and joy both of the young people and of the teachers and craftspeople involved.

The second feature is not as obvious, but is no less real. The strength of the CRAFTed programme lies in its educational conception. This report is a documentation of the implementation of that educational vision. The design of the programme is a highly thoughtful and nuanced one. A professional partnership between educators and craftspeople, the programme designers have sought to align the craftwork with various strands and emphases of the primary school curriculum. This alignment was sensitively handled; too crude a specification would have reduced the experience to a series of drills or empty exercises. Instead, thanks to the well designed support service and through the facilitation of the education centre network, the integrity of the craft-making process was respected while the educational priorities of the teachers and learners were supported.

There is an authenticity about the work of the programme that lends huge quality to the educational experience. The engagement of professional craft workers with professional educators has allowed children and young people to engage in real work – not simulated or diluted processes. This authenticity is an implicit component of the very nature of craftwork. It is also – and this in my view is the long-term value of the programme – the only way that the rhetoric of education policy can be realised.

That rhetoric promotes, for instance, the development of creativity, of enterprise, of collaboration and similar generic skills, qualities and dispositions. But these cannot be taught in artificial settings. They must be forged in the experience of the real world.

Nothing is more real than making. Working with artists and craftspeople in the CRAFTed programme, young people were working as craftspeople themselves.

That authentic experience is a real confidence-builder. And confidence is perhaps the most important quality that education can foster in young people. Through the process of making, through the experience of the classroom studio, young people learn to fail, learn to evaluate, learn to seek help, learn to support, learn to appreciate, learn to succeed.

The lessons of the CRAFTed in its design and implementation, its support programme and in its focus on the real, the authentic, should serve as a model of good practice for education planners and for initial and continuing teacher education.

Professor Gary Granville Head of School of Education, NCAD

This report has been researched and written by Polly Minett, National Coordinator of the Design & Crafts Council of Ireland’s CRAFTed: Learning Skills for Life Primary School Programme

Cover Image — Bernie McCoy

Contents

1. Introduction P. 1 1.1 Overview of CRAFTed 2014 P. 3

Aims and objectives Learning outcomes 1.2 CRAFTed 2014: Facts and Figures P. 4 CRAFTed: PLUS CRAFTed: CORE 2.

Changes and developments for CRAFTed 2014 P. 7 2.1 CRAFTed: PLUS and CRAFTed: CORE P. 7 2.2 Appointment of CRAFTed Assistant Coordinator P. 8 2.3 CRAFTed Training P. 9 2.4 Training in delivery of CPD for the Education Panel P. 10 2.5 CRAFTed Teachers’ Information Evenings P. 11 2.6 Changes to Collaborative Planning Sessions P. 11 2.7 Looking and Responding Sessions P. 12 3. CRAFTed: PLUS P. 15 3.1 The format and delivery of the CRAFTed CPD evenings P. 15 3.2 Feedback process P. 16 3.3 Outcome of CRAFTed: PLUS P. 16 4.

CRAFTed CPD Summer Courses for Primary Teachers P. 21 4.1 Objectives P. 21 4.2 Training and planning P. 21 4.3 Participants P. 22 4.4 Feedback / testimonials P. 22 4.5 Plans for publishing a teaching resource P. 23 5.

Analysis of Evaluation Surveys P. 26 5.1 The investment of DCCoI P. 26 5.2 The investment of the Association Teacher Education P. 28

Centres Ireland (ATECI) 5.3 Results of Survey Monkey Questionnaire P. 30 6.

Key recommendations for CRAFTed 2015

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7. Appendix A, B, C P. 32-35

1. Introduction

The Design & Crafts Council of Ireland (DCCoI) recognise the critical role that education plays in the future growth of craft and in the preservation of our cultural heritage.

This commitment to education and training is central to the Design & Crafts Council of Ireland’s Strategic Plan 2013 - 2015.

The Design & Crafts Council of Ireland’s CRAFTed: Learning Skills for Life Primary Schools Programme provides educational training opportunities to a range of professional craftspeople, offers teachers training and support and opens a world of creative possibilities to primary school children. It aims to develop good collaborative practice between craftspeople and teachers and focuses on how craft and design skills support integrated learning methodologies within the classroom, with an emphasis on underpinning numeracy and literacy skills.

In response to the Department of Arts, Heritage and the Gaeltacht, and the Department of Education and Skills, Art’s in Education Charter’s commitment in respect of schools policies and plans for ‘enriching the curriculum and the wider life of the school’, the Design & Crafts Council of Ireland and partnering body the Association of Teacher Education Centres Ireland (ATECI), initiatied a number of changes and developments to CRAFTed 2014 to reflect this position. A focus of this report is to outline the key changes, evaluate the resulting outcomes and make recommendations for future action in respect of the CRAFTed: Learning Skills for Life Primary Schools initiative.

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CRAFTed 2014: Changes and strategic developments

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Introduction of Continuing Professional Development (CPD) – on a CRAFTed PLUS programme Appointment of CRAFTed Assistant Coordinator Training in delivery of CPD for the Education Panel Introduction of Teacher Facilitators CRAFTed induction training for Teacher Facilitators CRAFTed Teachers’ Information Evenings Changes to Collaborative Planning Sessions Looking and Responding Sessions for teachers and craftspeople

The success and impact of these changes has been evaluated throughout the programme using the following methods:

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Feedback meetings with participating teachers and craftspeople Evaluation reports complied by participating teachers and craftspeople Online questionaire surveys with participating teachers and craftspeople Consultation meetings with participating directors

1.1 Overview of CRAFTed 2014 Aims and Objectives

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Raise awareness of craft, design process and craft enterprise among primary children, teachers, parents and the wider schools community Provide positive creative hands on making experience for primary school children Supports delivery of the Visual Arts Curriculum at primary level in Ireland Offer practical skills and lesson ideas to teachers and makers Facilitates opportunities for collaboration and ‘paired teaching’ Promote integrated learning of multiple subject areas with a specific emphasis on numeracy and literacy skills Use creative, child centred process led methodologies Provides 10 hours in the classroom with a professional craftsperson Provides training for craftspeople which includes: working in classroom contexts, delivering a residency, contracts, agreements, planning, working collaboratively, child protection, health and safety Create career pathways and offer employment opportunities in educational contexts to craftspeople

Learning Outcomes Students

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Enable the child to develop natural abilities, to acquire craft techniques and to practice the skills necessary for creative expression and for joyful participation in different art and craft forms Enable the child to acquire knowledge, skills and attitudes to develop an informed and critical understanding of social, environmental and scientific issues Develop the child’s awareness of, sensitivity to and enjoyment of visual, aural, tactile and spatial qualities in the environment

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Teachers

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CRAFTed: PLUS

Develop an appreciation of the skills involved in craft based disciplines and an awareness of the potential of the craft creative process as a learning tool Gain an awareness and understanding of the role of craftspeople and the importance of craft to Irish culture, heritage and society Develop an understanding of the potential for integrated learning using process based creative teaching methodologies through the Visual Arts, (VA) and Social, Environmental and Scientific Education (SESE) curricula, while supporting and underpinning numeracy and literacy skills

Craftspeople and Designers

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Develop project and classroom management skills to enable makers to direct and deliver future crafts based programmes Develop a working knowledge of the Visual Arts and SESE curriculum at primary level and facilitate the development of the creative process that will assist in the delivery of the curriculum Develop an understanding of the potential for integrated learning using process based creative teaching methodologies through the Visual Arts, (VA) and Social, Environmental and Scientific Education (SESE) curricula

1.2 CRAFTed 2014: Facts and Figures The total participants:

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15 Education Centres (ATECI) 71 School projects 62 craftspeople 12 Teacher Facilitators 2,130 students (approximately)

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12 Education Centres including: Dublin West, Wexford, Kildare, Kilkenny, West Cork, Sligo, Carrick on Shannon, Clare, Mayo, Athlone, and Monaghan and Education Centre Tralee 60 teachers attended the CRAFTed CPD evenings 48 craftspeople delivered skills based workshops 12 Teacher Facilitators facilitated

CRAFTed: CORE

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3 Education Centres including: Blackrock, Laois and Waterford Teachers’ Centre

CRAFTed CPD Summer courses

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6 Education Centres including: Kilkenny, Sligo, Athlone, Carrick on Shannon, West Cork and Laois 8 craftspeople delivering the course: Aidan Power, Anna Faye, Sheila Jordan, Sabrina Meynes, Maeve Sookram and Mary Sharkey, Liz Flatman and Julie Forrester 115 teachers participating

CRAFTed 2014 Craftspeople involved:

Jane Seymour

David Gorman

Melissa MacGillycuddy

Kathleen Moroney

Francis Kilcommins

Michael Ray

Jodi Coyne

Emma Bourke

Anke Eckardt

Lisa Fahy

Fiona Smith Darragh

Brenda McGinn

Victoria Foutz

Vivienne Martin

Dorinda McCormack

Lynsey de Burca

Liz Flatman

Karen McArdle 5

2. Changes and developments for CRAFTed 2014

CRAFTed 2014 Craftspeople involved (Continued):

Mary Murphy

Emma Bourke

Theresa Murphy

Deirdre Rogers

Gabriella McGrath

Kate Ramsay

Elena Brennan

Jane Groves

Aidan Power

Anna Vahey Casey

Aideen Lynch

Julie Forrester

Grainne MacLoughlin

Emer O’Sullivan

Lian Callaghan

Shona Flood

Anne McDonnell

Sheila Jordan

Adele Stanley Laura McNamara

Mary Markey

Marika Miklosi Manning

Christien Van Bussel

Caroline Schofield

In order to facilitate the addition of the CRAFTed CPD evening workshops as part of the newly formed PLUS programme, the Design & Crafts Council of Ireland initiated a number of changes and developments to the existing CORE programme.

Henri Hedou Kim Sharkey

Orla Kaminska

2.1 CRAFTed: PLUS and CRAFTed: CORE

Niki Collier Patricia Howard

Tunde Toth

Ann Duggan

Annabel König

Maeve Sookram Liadain Butler Maeve Hunter

Carrie Lynam

Mairead Holohan

Una Ni She

Camelia Shanahan Laura Cripps Collette Langan Lynn Naughton

In keeping with good collaborative practice DCCoI invited all participating Education Centres directors to a CRAFTed ‘Think-in’ to discuss changes / developments to the programme. The main outcome of the ‘Think in’ was to build a more structured CPD element into the CRAFTed programme with the aim of incouraging skills and ideas gained by particpating teachers to be utilised beyond the projects and be dissmeninated into the wider school community.

Nora Finnegan John Murphy

The addition to the CRAFTed Programme of a skills based CPD for teachers at Primary level had been mooted by some participating directors since 2011 as there was a growing demand from teachers for skills based CPD to support the Visual Arts Curriculum. Based on ideas put forward at the ‘Think-in’, CRAFTed developed and designed a structure that included a suite of four CPD workshops to run concurrently with the main programme.

CRAFTed therefore offered two methodologies / approaches for CRAFTed 2014: CRAFTed: PLUS – including CPD workshops for teachers CRAFTed: CORE – not including CPD workshops for teachers

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2.2 Appointment of a CRAFTed Assistant Coordinator To support the additional administrational needs of CRAFTed, and to enable the National Coodinator to focus on the CPD development side of the programme, an Assistant Coordinator was appointed in January 2014.

The appointment of an Assistant Coordinator resulted in a smooth set up and roll-out of the CPD element to 12 Education Centres who signed up for CRAFTed: PLUS. The Assistant Coordinator assisted the clear communication between all stakeholders and participants were well briefed on elements from expectations of roles to feedback / evaluation procedures. The appointment also enabled support for strategically related projects / events / exhibitions that further promoted the ethos of CRAFTed in 2014 such as the CRAFTed exhibition, Make/Shape: Collaborations in Clay in partnerhship with The Ark, Children’s Cultural Centre, Sept / Oct 2014. This CRAFTed exhibition presented by DCCoI showcased the practice of eight ceramic makers and their collaborative ways of working with children on CRAFTed craft educational projects. The exhibition was officially launched by Dr. Judith Schwartz professor of Art and Art Professions at New York University. (See Appendix B) To assist the national dissemination of information across Ireland, a team of regional coordinators were in place to deliver regional information evenings and facilitate the Collaborative Planning Days. The regional facilitators are practising craftspeople who are members of the DCCoI Education Panel: Aidan Power, Anna Vahey, Carrie Lynam, Deirdre Rogers, Lindsey de Burca, Liz Flatman, Liadain Butler, Lorraine Bowen, Maeve Sookram.

2.3 CRAFTed: Training Induction for Teacher Facilitators One of the aims of the CRAFTed: PLUS CPD workshops was to develop a discussion forum for participating teachers. Each of the 12 participating Education Centres engaged a Teacher Facilitator to work with the craftsperson when delivering these workshops.

The aim was to facilitate discussion around imaginative and useful ideas that would help teachers transfer learned skills back into a classroom setting.

A one day induction for CRAFTed: PLUS and Teacher Facilitator role induction was held at The National Museum, Collins Barracks at the end of January 2014. The induction content was designed and delivered collabatively by Paul Fields (Kilkenny Education Centre) Catherine Martin (Carrick on Shannon Education Centre) Mary O’Donavan (West Cork Education Centre) and Polly Minett (National Coordinator of CRAFTed).

The role of Teacher Facilitators Participating Education Centres selected a Teacher Facilitator and agreed to fund their activity throughout the project. It was preferable that the Teacher Facilitator would be a teacher who had engaged in the CRAFTed programme previously or had a strong interest in arts and craft education in schools.

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Facilitating the sharing of skills and ideas arising from involvement in CRAFTed Ensuring linkage with the primary curriculum Feeding back outcomes in a learning forum to Education Centre Directors and DCCoI

The overall time commitment for the Teacher Facilitator in 2014

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1 day: induction training in January 1 evening: January for CRAFTed introduction 1 evening: collaborative planning 3 CPD evenings 1 evening: looking and responding 9

All 12 participants reported that they felt that the induction was worthwhile, although there was a lot of information to take in on one day. They really enjoyed networking and being with ‘like minded teachers’ who shared their belief in the importance of supporting arts education. They all were enthusiastic about their involvement on CRAFTed: PLUS in 2014.

2.5 CRAFTed Teachers’ Information Evenings In keeping with previous CRAFTed programmes, it was felt that it was important to retain the CRAFTed teachers’ information evenings in order that prospective participants have clarity as the aims and objectives of the programme, and the collaborative nature of the working methodology.

2.4 Training in delivery of CPD for the Education Panel In order to facilitate the delivery of quality craft-skills based CPD workshops for primary level teachers, a one day workshop designed by visual artist and arts educator Marie Brett, co-facilitated with Polly Minett was offered to members of the DCCoI’s Education Panel. The content was based on looking at teachers needs and expectations of the CRAFTed CPD workshops, and informing participants of the roll out proceedure of CRAFTed PLUS. These workshops were delivered twice at the beginning of February 2014. Once at The National Museum Collins Barracks, and once at The Model Arts Centre Sligo.

Attendance was voluntary, however anyone who wanted an opportunity to deliver the CPD was strongly advised to attend. This workshop was mandatory for all new members who wanted to be considered for CRAFTed. Attendance numbers for Dublin was 50, whilst 15 attended in Sligo.

Evaluation sheets completed by participants on this training workshop indicated that they felt the training was extremely informative and beneficial, and had given them more confidence to apply for work in this area. They also enjoyed the opportunity to network amongst each other and discuss and share their education facilitation experiences.

The rolling out of CRAFTed ‘nationwide’ meant that the number of funded projects is now shared between the 15 education centres, each centre offers between four and six projects to schools. (Previously DCCoI funded up to 18 schools in one region.) Therefore some teachers in rural areas may have travelled long distances to attend the information evening when funding for project participation was limited. To balance this situation, DCCoI held a skills based sharing CRAFTed CPD workshop for interested teachers and incorporated the CRAFTed information into these evenings. The intentional benefit of this was to increase access to a skills based hands-on workshop for all teachers irrespective of obtaining project funding.

Evaluations from participants who attended these evenings were extremely positive, however in some regions they were poorly attended. Methods for promoting and advertising of the CRAFTed Information and Skills Evening by Education Centres needs to be reviewed for CRAFTed 2015.

2.6 Changes to collaborative planning sessions The majority of craftspeople participating in the CRAFTed programme have been collaborating with teachers on projects over the last three years, and therefore have attended numerous collaborative planning days. Feedback from CRAFTed 2013 emphasised that many craftspeople felt that the content of the collaborative planning days was repetitive and more for the teachers benefit as they were new to the programme. These craftspeople now have confidence in their ability to work collaboratively with their teachers and have clear understanding of their role within the context of the programme. Based on this feedback it was decided to reduce the

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collaborative planning session to an evening and to run these sessions from the local education centres. More emphasis on the methodology of CRAFTed was to be included in the Teacher Information and Skills evening.

The Collaborative Planning evenings were designed to take place over two hours, faciltitated by a CRAFTed regional coordinator and for CRAFTed PLUS in collaboration with the CRAFTed Teacher Facilitator. The focus of the first hour was the main aims and objectives of the programme - the CRAFTed video (available at learncraftdesign.ie) was used to highlight the importance of a good working relationship between teachers and craftspeople. During the second hour teachers and craftspeople had time to discuss possible ideas around theme and methods of working.

The feedback on the shorter planning sessions was fairly positive as participants appreciated that the sessions were held locally and didn’t require them to give up a Saturday. However, the lack of time to explore possible topic areas was also reported.

Some craftspeople felt that more emphasis needed to be placed on relationship building exercises, as it had taken longer to develop feeling of trust and a good working relationship with their teacher than it had on previous years.

2.7 Looking and Responding Feedback from the Education Centre Directors involved in CRAFTed 2013 emphasised the importance of a CRAFTed Looking and Responding event for participating teachers and craftspeople to share creative process, ideas and skills from their projects.

Based on this it was agreed by all participating directors that for CRAFTed 2014 Education Centres would hold a Looking and Responding evening event towards the conclusion of the projects. The benefits of these sharing sessions would be transferred back to participating school communities, thus ensuring that the programme became more sustainable. It was decided to audio record these sessions to evaluate their effectiveness.

The response from both craftspeople and teachers attending the Looking and Responding sessions were positive. Participants enjoyed the opportunity to share their craft making process and presentations given were well received with good, lively discussion. The general consensus was that the sessions were beneficial as participants felt stimulated with new ideas / topics to incorporate into their delivery of the Visual Arts Curriculum.

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3. CRAFTed: PLUS Aims and Objectives of the CPD Workshops

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Provide primary school teachers with ideas and skills, which support the Visual Arts Curriculum and includes approaches for integrated learning in the classroom Provide a positive hands-on making experience and activities for teachers Provide an ongoing discussion forum for sharing ideas and skills taken from participants’ experience of the CRAFTed Programme Focus on building sustainability and self-sufficiency around future practice and support teachers with delivering the curriculum Use the experience and methodology of CRAFTed as a spring board for future practice within the classroom Build capacity and increase access to skills that support arts and craft education

3.1 The format and delivery of the CRAFTed CPD evenings The CRAFTed CPD evenings were designed to incorporate the following:

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Participants for the CRAFTed CPD evenings were to be targeted

by Education Centre Directors and include four CRAFTed teachers and other interested teachers who would benefit Participants would form a learning community Skills, ideas and experiences would be shared among the participating teachers and other teachers taking part in this CPD forum with the aim of increasing further access to the teaching community so that skills have a wider reach A maximum of 15 participants 2 hours per evening Facilitated collaboratively by the teacher facilitator and one of the selected craftspeople (each craftsperson would take one evening to deliver a specific skill related to the curriculum)

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The aim was that potential outcomes of the CPD could include:

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Content and delivery of the skills workshop was considered to be useful and relevant to the curriculum. There was evidence of skills (in particular the clay strand) being transferred to the classroom and the CRAFTed projects.

The teacher facilitator could feedback on the CPD sessions to Education Centre Directors and the National Coordinator using a supplied feedback template Selection of useful feedback to be shared on the www. learncraftdesign.ie website for digital dissemination

3.2 Feedback process In order to evaluate the addition of the CRAFTed CPD evenings, the CRAFTed team engaged in additional feedback procedures.

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The National Coordinator and the Assistant Coordinator attended some of the CPD evenings Close communication and monitoring was maintained with all the Teacher Facilitators and Regional Coordinators The CRAFTed Looking and Responding evenings were audio recorded to evaluate the impact of the CPD evenings on the projects and record how often skills were being transfered into the classroom A Survey Monkey questionaire was sent to all particpating teachers to evalute the format, delivery and effacacy of the CPD evenings The Teacher Facilitators were invited to attend a feedback session at The Ark Cultural Centre for Children to share their thoughts on the CPD evenings

3.3 Outcome of CRAFTed: PLUS The overall feedback from stakeholders’ evaluations, Survey Monkey questionaires and the audio recorded feedback sessions, was in general that the CRAFTed: PLUS model had been successful.

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65% of teachers who completed the questionnaire felt that the workshop skills were really useful. Some participants felt that they would have prefered to build their skills around one strand of the Visual Arts Curriculum rather that do shorter tasting sessions. Others prefered the wider approach and wanted practical skills to support all the strands.

Disscusion Groups / Learning Forums

Feedback suggested that the structured approach of having a one hour workshop followed by a one hour discussion on how skills could be implemented in a classroom session was limiting and perhaps too short. Many of the teachers did not have time to try out the new skills in the interum period in their classrooms, between workshops. They felt the more formal discussion session was too long and took away from their ‘hands on’ time. Both participating teachers and the CRAFTed teacher facilitators considered that a two hour workshop with a more organic informal approach to curriculum discussion would be more useful in the future.

Time Frame

All feedback emphasised that the CPD evening needed to take place earlier in the year and would be more effective if they took place before the CRAFTed projects rolled out in schools, as it would upskill the teachers before they began to work with the craftsperson.

When asked about the timing of the CRAFTed CPD evenings as part of Survey Monkey questionnaire 60% of the teachers said that they would prefer evening CPD over the 35% who opted for summer courses. 65% said that they would prefer the CPD to take place before the CRAFTed projects started in the classrooms.

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Advertising and enrollment in the CPD The interest and attendence for the CPD evenings for teachers was lower than expected. The majority of participants attended as they were taking part in a CRAFTed project. In some Education Centres, numbers were low to begin with but increased over the weeks as interest grew and particpants encouraged their colleagues to attend. Low attendance was attributed to three main factors:

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The time of year. Teachers are tired by the summer term, and the summer term is extremely busy as they finish off the academic year Advertising CPD. Advertising and targeting teachers to take part in CPD needs to be linked in to Education Centres calanders and be sent out to schools earlier in the year / at the start of the year Communication by email advertising programmes often don’t reach the teachers they are targeting as the email may not leave the Principal’s administration office. The system of disseminating the information to schools through Education Centres needs to be reviewed as it is key to the success of attendance by teachers at CPD events

Summary of CRAFTed: PLUS

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CRAFTed demonstrates that creative ideas and themes can be successfully integrated into the broader curriculum. As a result, learning becomes a far more enjoyable and fun experience.

The subjects now have a definite focus on topics that are relevant to the student and the specific locality. Extending the project time frame, increasing the number of contact hours with the craftsperson in the classroom, could enhance the student’s experience. The potential to increase teacher’s confidence for using craft techniques in cross-curricular ways in the classroom was explored throughout the CPD sessions

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The pilot CPD component was well received in 2014, however it could take a different approach if continued. For example, the craftsperson could run a skills day or a couple of evenings for all teachers at the particular school teaching all the staff rather than one teacher involved in the project. CRAFTed projects could run earlier in the year, allowing enough time for workshops to be carried out before the programme, and teachers to have time to fully benefit from the training 19

4. CRAFTed CPD Summer Courses for Primary Teachers Creative Craft Skills to enhance the delivery of the Visual Arts Curriculum at Primary level

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There has been a growing demand for good quality CPD summer courses that support the Visual Arts Curriculum at primary level. In response to this demand, in 2013 the Design & Crafts Council of Ireland designed a core skills based CPD summer course and worked collaboratively with four selected craftspeople to implement the courses with four participating Education Centres in Ireland. A call-out for an expression of interest was made to DCCoI’s Education Panel to select the tutors.

Selection was based on the quality of ideas that candidates submitted

4.1 Objective of the course

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To provide teachers with skills and ideas that will enhance their delivery of the Visual Arts Curriculum at Primary level and provide linkage to other areas of the primary curriculum The CRAFTed CPD Summer Courses were designed by DCCoI and inspected and passed by the Department of Education and Skills. They were run in partnership with six Education Centres and the Department of Education. The title of this course is Creative Craft Skills to enhance the delivery of the Visual Arts Curriculum at Primary level

4.2 Training and Planning

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The selected craftspeople spent a day preparing and planning and presented a selection of skills based teaching materials and digital presentation resources that could be used to deliver the courses The success of the courses led to two more Education Centres requesting to run the CPD summer course for July 2014. An additional four craftspeople were selected from the original applicants 21

4.3 Participants CPD teacher training courses took place from 1st July to 5th July in the following Education Centres:

Sligo Carrick on Shannon Kilkenny Athlone Laois West Cork

Testimonies from the evaluations “Excellent Course. Tutor was v. Good” “Thanks for a very interesting non-boring course” “Very well informative course on creating art” “Excellent experience of visual arts and ideas for my classroom, thank you Aidan” “Exceeds expectations”

Number of craftspeople involved:

9 craftspeople nationwide

Number of teachers involved:

Sligo: 16 Carrick on Shannon: 18 Kilkenny: 16 Athlone: 20 Laois: 18 West Cork: 25

4.5 Plans for Publishing a teaching resource CRAFTed considers strongly that the area of developing good quality arts and craft based CPD for teachers is a growth area in which members of the DCCoI’s Education Panel are well placed to deliver. DCCoI are in the process of developing opportunities in this area in 2015 including publishing a teaching resource book for primary level teachers in partnership with the participating Education Centres.

Total number of teachers who participated in the Creative Skills Summer Course: 115

4.4 Feed back / Testimonials The evaluations for the courses were extremely positive with 110 of the teachers describing the courses as excellent in all categories evaluated.

98% felt the courses met expectations 98% felt they would recommend the course to colleagues 22

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Photographer — Johnny Savage

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5. Analysis of Evaluation Surveys 5.1. Investment of Design & Crafts Council of Ireland SWOT analysis

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Nurturing future makers of design and craft

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Nurturing future buyers of Irish design and craft

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Raising the profile of Irish design and craft and its makers nationwide

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Provided training and employment opportunities for DCCoI Education Panel members

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Certain geographical regions have few craftspeople registered on the Education Panel meaning some craftspeople from other regions have to travel long distances to facilitate projects

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The cap of â‚Ź150 to be paid to craftspeople for travel and the extra time taken for journeys means that craftspeople are reluctant to travel long distances to facilitate projects

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Further develop and strengthen partnerships to support the CPD element of CRAFTed

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Develop opportunities to profile and partner the CRAFTed model internationally

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Lack of long-term partnership agreement with the ATECI due to budget constraints. A five year partnership plan would allow the CPD element of the programme to develop

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5.2 Investment of participating Education Centres (ATECI) SWOT analysis

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CRAFTed is a developed model of a programme with proven success

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CRAFTed and partnership with DCCoI offers Education Centres further opportunities to develop the CPD training programmes for teachers

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Education Centres can utilise the skills of the DCCoI Education panel, to deliver other creative programmes

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CRAFTed provides support for integrated learning, numeracy and literacy skills and CPD in the Visual Arts Curriculum – key requirements for Education Centres

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Financial constraints on education budgets

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Budget cuts

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Communication and the key advertising / awareness building methods to schools is crucial

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Any potential changes in the requirements from the Department of Education and Skills

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5.3 Results of Survey Monkey questionnaires As part of CRAFTed 2014 evaluation process two Survey Monkey questionnaires were conducted with participants. (For results of surveys see Appendix C)

DCCoI Education Panel The aim of the survey for the DCCoI Education Panel was to assess how involvements in the CRAFTed programme has impacted on their practice within an educational context.

The overall response showed that participants felt that their confidence around working in this area has increased. Their work on CRAFTed has enabled them to successfully apply for more arts education based opportunities with other organisations in Ireland.

CRAFTed: PLUS Teachers The aim of the survey for the teachers who participated in CRAFTed: PLUS was to assess the efficacy of the 2014 model, workshop content and timeframe work. The overall response was positive, with the main changes focusing on the timeframe of the CPD workshops. Most participants would have preferred the CPD workshops to take place before the projects began so they could have utilised the skills better.

30

6. Key Recommendations for CRAFTed 2015

•

Projects to take place earlier in the school term with all dates planned and advertised well in advance

•

Improve dissemination of CRAFTed information to schools. Increase information links to key websites for promotion

•

Update the DCCoI Educational Panel with targeted call-outs in specific regional areas. This will provide new members with opportunities and reduce travel time for craftspeople

•

Develop opportunities for teachers’ craft-based CPD within 3rd Level institutions

•

Develop opportunities to share CRAFTed model internationally, working with international agencies who are interested in developing a CRAFTed model. The National Coordinator Polly Minett was invited to present the CRAFTed Programme at the Innocrafts Conferences in Burgas, Bulgaria in April 2014 and in Florence, Italy October 2014. The presentations generated interest and discussion of the important role of education and training in the support of maintaining and developing a strong craft industry. Several of the Innocrafts partners are interested in working with DCCoI to seek further funding to support educational programmes based on the CRAFTed model

•

A potential for interested teachers and craftspeople to link in thematically with the National Museum of Ireland (NMI) to explore, and use historic events in the Decade of Centenaries as a theme for CRAFTed projects www.decadeofcentenaries.com

•

The opportunity for schools to make an application to DCCoI for an extension bursary to expand and lengthen their project. This will be a joint application by the teacher and craftsperson for more time to develop their project

31

Appendix A Strategic Developments from CRAFTed 2013 and 2014

1. Touring Photographic Exhibition Aims and objectives

•

•

•

•

•

12 photographic images and 4 banners Showcase CRAFTed projects, raise profile of programme Selected 12 images based on a cross section of disciplines, representing the curriculum strands, process and completed work Presented in gallery spaces in Waterford Library, Tallaght Library, Collins Barracks, Dublin Tallaght exhibition was contextualised for the local community by showcasing a local CRAFTed project

1.4 Shaping Our World through Making Exhibition

•

•

•

•

• •

CRAFTed National Museum Collins Barracks Dublin 2 week exhibition in Riding School Opened by then Minister for Children & Youth Affairs Ms. Frances Fitzgerald 19 projects exhibited, one from each Education Centre involved in CRAFTed Featured in national press, Irish Independent Workshops 15 schools workshop 2 per day 1 Public workshop (38 members of the public attended) 8 craftspeople 450 students 30 teachers

1.5 The Ark –International Academy of Ceramics (IAC) MAKE/SHAPE: collaborations in clay exhibition 1.2. Learn Craft Design Website and Lesson Plans Call out to CRAFTed 2012 projects for Lesson Plan

• • • •

Primary curriculum Based on CRAFTed projects Used by teachers in the classroom Used at CPD workshops

1.3. CRAFTed film

•

•

•

•

• • 32

•

•

•

•

•

Capsule exhibition – process engaged by ceramicists working collaboratively with students on CRAFTed projects CRAFTed craftspeople showcasing their practice National broadcast coverage on RTE Junior Radio and national and regional press coverage 1,557 exhibition visitor numbers Schools / public workshops 8 schools workshops, 2 per day 275 Students 16 teachers 6 public workshops 1557 members of the public 9 craftspeople employed

Highlighting and showcasing the collaborative element in the classroom, planning process, stakeholders, cross-curricular ethos of CRAFTed Profile raising for programme Tool for CRAFTed teacher information evenings Online promotional tool Featured in exhibitions to contextualise CRAFTed for public audience http://www.learncraftdesign.com/crafted/crafted-film 33

Appendix B Make/Shape: Collaborations in Clay Report from The Ark

EXHIBITION DETAILS:

Duration: 9th Sept – 18th Oct 2014

Opening days: Tues 9th – Fri 12th Sept and every Saturday, plus Sunday 21st Sept Open: 10.00am – 5.00pm (12.00 -5.00pm on Sunday)

Total attendance: 1557

FEEDBACK for Making Shapes Schools Workshops

“Staff were very helpful. We got lots of tips about clay”

“Great info on kilns and moulds”

“Inspiring, Imaginative”

“Excellent, educational, inspirational, great fun, creative, nourishing of undiscovered talents”

“Awesome, interesting, fun, creative, arty”

Appendix C PUBLIC WORKSHOP PROGRAMME: Results from Survey Monkey Questionnaires

Imagined Places Clay workshop with ceramic artist, Adele Stanley on Saturday 20th Sept @ 10.30, 12.00, 14.30 Max capacity: 20 Children per session Total attendance: 55 children plus adults

Touch and Tactility Clay workshop with ceramic artist, Maeve Sookram on Saturday 11th Oct 10.30 & 12.30 Max capacity: 20 Children per session Total attendance: 34 children plus adults

Data from the CRAFTed: PLUS Education Panel Craftspeople Questionnaire

The Design & Crafts Council’s Education Panel Members CRAFTed Survey

SCHOOLS WORKSHOP PROGRAMME:

34

Making Shapes Ceramic Workshop for schools with Christien van Bussel from Tues 14th – Fri 17th Oct: 2 sessions per day @ 10.15 & 12.15 for 1st – 6th Class Total attendance: All 8 sessions booked – 195 children

35

Q1. Has being involved in the CRAFTed Programme benefited you in any of the following?

Answered: Skipped:

45 1

Sample Comments 21

1.

I am more confident in doing my own workshops and in applying for other workshops. For example I am running an animation workshop in 15 schools for the Department of the Environment and I would not have felt able to do this if it was not for doing the CRAFTed projects

2.

The programme has greatly influenced my professional practice, as it’s a constant learning curve. I have become more aware of what the needs of the teacher and of the children are and I have more confidence in delivering arts engagements in general now

3.

Every time I have worked with a school in the CRAFTed programme, I have been challenged to think outside of the box and stretch my skills.

This has proven to be great for my own practice as I am no longer worried about making mistakes

4.

Being involved in the CRAFTed program has raised my profile among lace makers and artists/craftspeople who are very impressed by how a very detailed craft can be simplified and made more child friendly and relevant to today’s world of design and craft

5.

Since being involved in CRAFTed I have been in local schools both Primary and Secondary level. At Primary level - extended schools projects (construction club and STEM) At secondary level - S.T.E.M. projects and master classes. Adult learning - Jewellery workshops. I completed a FETAC train the trainer course level 6

6.

CRAFTed provided opportunity to do well-defined projects with teacher in school settings. This helps build up a solid record of valuable work. I can promote myself better in schools knowing more of the curriculum and what I can contribute to that

7.

The work I do in CRAFTed always feeds back into my own work and vice versa

38

19

27

Increased confidence facilitating arts education engagements both formally and informally Increased your opportunities in art education based practice Had a direct impact in developing your own arts practice Please give examples 36

37

Q2. Please indicate the elements of CRAFTed training that have been beneficial to you?

Answered: Skipped:

43 3

Sample Comments

27

1.

It has made me more aware of all my interactions with children

2.

This particular area was something I really lacked experience in and it gave me more confidence to work in this area

3.

Preparing and delivering the CPD was really a great exercise in communicating the fundamentals of my craft to teachers and it was challenging but the delivery work I did stood me in good stead with the school I went to and with other groups which I have been invited to speak to about my work i.e. The local ICA Guild

4.

All are useful but I find getting together with other crafters for collaboration planning is great for new ideas and sharing our experiences

5.

The Child Protection Training gave me more confidence working with children as the CRAFTed project was my first time working in schools, and it covered any questions that I was concerned about

6.

All of the training I have received through the CRAFTed programme has been beneficial and has lead to further work

7.

All the above add to the overall experience and CV. Bi annual retraining would perhaps be a good thing to keep on top of or perhaps an open day of presentations too learn from other practitioners

27

31

Child Protection Training DCCoI Education Panel training on models of Creative Engagement and Collaborative Practice Training around the delivery of arts based CPD for teachers

38

39

Q3. Has being involved in CRAFTed encouraged you to seek out further training in Arts Education in any of the following areas?

Answered: Skipped:

18 28

0

Sample Comments

3

1.

Being involved in CRAFTed has encouraged me to broaden my view of lacemaking. I have begun to explore other means of expression through lace. This has resulted in involving textile students in the art colleges in our ‘Fashion-Able’ competition for our Kenmare Lace Festival

2.

I am very interested in seeking out further training in this field and I would hope to begin a follow-on course next September

3.

Craft based workshops to keep improving my own skill base

4.

I am interested in taking the Train the Trainer course further to FETAC 7 level when it becomes available. I’m also planning to start studying for MA in Arts Management next year

5.

I am currently doing a degree in Animation. This has allowed me to use my background in craft for the CRAFTed programme to enable children to create work in mixed media and then see their creations come to life on screen

6.

I would like to do a H.Dip. in teaching

7.

I already have training in working with children with special needs and am also qualified to teach adults in the area of my primary degree in Textiles

2

13

DCCoI Train the Trainer A one year H.Dip in teaching MA in and Arts / Design based area PhD in an Arts / Design based area 40

41

Q4. Have you gained employment both part-time and / or full time potentially resulting from your experience on the CRAFTed programme?

Answered: Skipped:

5

32 14

Sample Comments 17 1.

16

2.

3.

4.

5.

6.

9 7.

11

Further arts based work in your CRAFTed school Similar work in other schools Similar work for Education Centres Similar work for Arts Offices

8.

9.

10.

11.

I haven’t gained employment in any of these areas, but I have made connections that may prove fruitful in the future. I have seen an increase in my own private teaching practice though, and having the endorsement of the Design & Crafts Council and being involved in CRAFTed has played a role Ardfert, Co. Kerry - Artist in Schools Programme, Arts and Craft CPD Tralee Education Centre (summer 2015), Oaklands Second Level Community College - Art and Resource The National Craft Gallery, Guild of Irish Lacemakers and an upcoming workshop to be held at The National Tailoring Academy The programme led me to deliver a couple of lectures with the ICA The Ark, Collins Barracks, The Hunt, National Craft Gallery, Waterford Library Services, Kilkenny Arts Week I have given private workshops since starting on the CRAFTed panel. My ability and confidence in presenting these workshops has been vastly improved as a result of my experience on the CRAFTed panel An Gailearaí Gweedore ran the animation from Donegal school CRAFTed project in 2013. I am currently working for the local hospital producing crafts with the longterm patients with dementia with the North West Autism group running classes for the children and separate classes for the parents. Last year I ran classes for the Irish wheel chair association in this area. I have also ran one off workshops for other local toddler groups and put a proposal together for the Laurete na nOg Eoin Colfer to come to this area for his ‘Once Upon A Place’ project which has been accepted I will be working with the AMMA centre Armagh (Armagh Multi Media and Arts centre) Have had work with the National Craft Gallery, DLR, Education Centres Douchas centre Mountjoy Prison, Western Care Western Region Baboró Children’s Festival, Monageisha College Galway, The Ark, National Museum, Arts Offices, Butler Gallery, Kilkenny Arts Office, Derry City of Culture

Work with Museums and/or galleries, Community Arts organisations / The Ark Children’s Culture Centre, The Butler Gallery etc.

42

43

Q5. Which of the following DCCoI’s Education Panel training workshops do you feel has potentially contributed towards improving employment opportunities for you?

Answered: Skipped:

39 7

Sample Comments

9

11

10

1.

I found this the most relevant and useful training for pursuing further employment

2.

As the Child Protection Training is a nationally recognized programme, having it is definitely a great credential in my portfolio

3.

It has been useful knowledge for other workshops I do

4.

Marie Brett`s presentations and workshops were beneficial and inspiring

5.

I have not done train the trainer I have though benefited from learning with Marie Brett and completing the child protection training

6.

All of the above have been beneficial

9

Child Protection Training Introduction to methods of Public Engagement (Marie Brett) Introduction to Delivering CPD for teachers (Marie Brett) DCCoI’s Train the Trainer 44

45

Q6. In what way has being part of CRAFTed inuenced your own arts practice?

Answered: Skipped:

4

44 2

Sample Comments

1.

CRAFTed was my first experience working in large group so it helped me fine tune that process. It was also really interesting to see how other makers worked with other groups

2.

It has made me experiment with new materials and ways of working as each new project brings with it new challenges and opportunities, and there is always lots of experimentation and research involved that benefits and influences my own practice

3.

I have been less afraid to make mistakes in my own practice after saying the same to the students I have worked with

4.

Adapting different techniques to suit the given age group

5.

Development of new methods/techniques

6.

Experimented with other materials

7.

Work more with the Arts Curriculum

8.

Given me the confidence and experience to seek other related work

9.

Learning a more time effective delivery for workshops

14

20

6

Re-evaluated my process Experimented with other materials Developed new techniques/methods of working Encouraged me to seek out further training 46

47

Q8. Finally, from your experience on CRAFTed, would you be able to make a brief statement on how you think the children participating in the programme benefit from your input on CRAFTed? Is there 9

anything we could do to make the experience even better for them?

1.

It gives them confidence to try new things and realize that they can achieve so much

2.

We are a special visitor to the children and it gives the children that may not be academic a chance at something different. They get to experiment with materials that they may not have used before. They get to see the processes involved in our practice

3.

I think the biggest benefit for the participating children is that we have no pre-conceived ideas of how they will work within the project and gives each child a chance to shine and to feel creative and have the opportunity to work with a practicing artist

4.

They get an insight into a practitioner’s work and potentially experience crafts that they would not have access to otherwise

5.

It is vital that children have enjoyable and creative learning experiences in school that they will remember and benefit from. By being involved in CRAFTed, children are given the opportunity to not only learn new craft skills but to have a holistic learning experience that covers many other valuable curricular strands and units

6.

The children that I have worked with have now gained an insight into textiles and learned new techniques, which they may not have had the opportunity to do otherwise

7.

The shared activities seemed stimulating for the class. You can see students who have a natural interest and ability

22

Allowed me to showcase my work Promoted my practice to a wider audience

Q7. How has having your profile on the Learn Craft Design Website inuenced your arts education based opportunities?

Answered: Skipped: 48

31 15

49

50

8.

The children benefit from the programme in a variety of ways: their confidence in making is increased, they become as equally interested in the process as well as the finished product, they are willing to experiment and take chances, and their making skills improve. In some cases, children that are excelling academically find their way back into learning through the CRAFTed programme, as they start to engage with the core curriculum in a creative way

9.

I feel that I allowed students to experience an alternative approach to learning about the curriculum. CRAFTed demonstrates that literally any idea can be successfully integrated into the broader curriculum. As a result learning becomes a far more enjoyable and fun experience. The subjects now have a definite focus on topics that are relevant to the student and the specific locality

15.

The children are given the opportunity to work directly with a practicing craftsperson. They receive an insight into how a piece of craft/art is produced and so gain an appreciation and understanding of the creative process involved

16.

The children I worked with enjoyed learning, discovering new ways and methods of expressing their creativity

17.

The students gain confidence in expressing their creative instincts and abilities. They begin to see that working within a field of craft could be a potential path for them for a future career

18.

I think the programme would benefit from more contact hours and visits to galleries, exhibitions and or operating craft studios

19.

I think they see a role model in the craftsperson, somebody different, a creator - a free flowing mind and that gives them opportunity to see that there are other ways of living life

20.

They benefit from the deep engagement I have with my medium. I open windows connecting it with the wider environment and with future design and craft career options

10.

To say we are exotic to them is not an overstatement, and as such we as artists and craftswomen have a unique opportunity to show them the rich possibilities of a hand made life

11.

Children loved having an artist or craftsperson in school. They explored and completed a project, which they would not have normally had the chance to do

12.

Children participating in the program have learned to appreciate a very old Irish craft and have seen how it can change and develop to incorporate new methods and techniques. They have seen how it can come alive for them in the 21st century

21.

I think it would be beneficial if the children were encouraged to show new skills to the rest of the school, and talk about the process

13.

CRAFTed is a brilliant way to introduce children to art, design and craft.

The collaboration between teacher and crafts person is paramount in this project as both teacher and crafts people have a different job to do

22.

The participating children experienced a new way of approaching a visual arts project and how their academic knowledge such as mathematics and science can be applied in the visual arts

14.

To practice hand skills, creative problem solving, collaborative work, dialogue and mutual appreciation of work, sense of achievement, to own the creation of a visible product, self-advocacy, “quiet time�, focused activity, reflection, trusting a process, openness to experimentation/risk taking/allowing for failure, development of ideas

51

4 My school is taking part in the CRAFTed programme

Yes, my class

I attended the CRAFTed information evening for schools

Yes, another teacher in our school 8

13

8

23

3 No

I was directly targeted by my local Education Centre

1 Other

12

Data from the CRAFTed: PLUS Teachers Questionnaire

If no, would you like to take part in future CRAFTed programmes?

Q2. Are you or your school taking part in the CRAFTed programme 2014?

Q1. In what way has being part of CRAFTed inuenced your own arts practice?

All questions answered by 35 teachers

Responses If no, would you like to take part in future CRAFTed programmes?

Yes (8 responses)

Responses

1.

2.

3.

4.

52

My principal heard about it at a conference Internet A teacher friend who had taken part in a Local Education Centre initiative I saw the advert on education website 53

2

2 All 4 workshops

Very useful I got lots of ideas

3 of the workshops

Quite useful 9

17

7

22

Not very useful, I would have rather had a 2 hour hands on workshop

Only one workshop

Other (please specify)

4

7

Please comment on your choice

Q3. How many of the CRAFTed CPD evenings

Q4. The CRAFTed CPD evening workshops were designed to take

were you able to attend?

place during term time to create a learning community of teachers and crafts people. How useful did you find the discussions on adapting ideas to the classroom?

Responses 1.

2.

54

Responses Two as we were informed of a Whole School Evaluation – Management, Leadership and Learning inspection I attended all CPD workshops but there were only 3

1.

2.

3.

Very useful ideas A great opportunity for sharing and learning from each other We had no time to experiment with the ideas in our classrooms as the artists were working with the class at the time of workshops. Perhaps workshops held in term 1 would give teachers the chance to experiment

55

11

Q5. Have you used any of the ideas or skills from the workshops in your classroom?

22

7

12

Fabric and ďŹ bre

Responses 1.

I will be using most if not all of the skills learned through crafted in the coming school year

2.

As the workshops took place very close to the end of the school year, I did not have the class time to try out the great ideas. I aim to use them in my art lessons from September

3.

No, as I had no time left

4.

Very user-friendly ideas, well worth attending

5.

Hope to use them next year as there hasn’t really been time to implement them this year with completing the CRAFTed project

6.

No, as they were held in third term - too late in the year to use them along with ten hours of art which was happening due to crafted programme

7.

Did not have the time yet but hope to use them next year

8.

I did the hand knitting course taught it to my pupils the next art lesson and its now a major craze

9.

Aidan, the craftsperson was my assigned craftsperson so I had learned the skills required from him before we taught the class. It was very useful as I could be of help to Aidan

10.

Not yet but will in future

Clay Print Please comment 56

57

2

0

2

A week long summer course

For 4 evenings before the CRAFTed projects in January and February

A series of evening courses

For 4 evenings during the CRAFTed projects in March, April and May

12 A series of Saturday afternoons

Other (please specify)

5

5

23

For a week during the summer holidays

21

Other (please specify)

Q6. Which type of CPD course would you find more useful for

Q7. Do you think a CRAFTed CPD course would be more

supporting your teaching of the Visual Arts Curriculum?

useful if was held in a different format?

Responses

58

1.

For the week during the summer would be preferable as it could be used for Extra Personal Vacation days - otherwise in January. Under rule 58 of the Rules for National Schools, teachers are entitled to Extra Personal Vacation (EPV) on foot of attending approved summer courses

2.

Definitely the earlier in the academic year the better as it gives us more time to implement the ideas and structure the yearly plans around what we would learn

59

For more information on CRAFTed visit www.learncraftdesign.com/crafted