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Science Labs BSF and P4S PFI Project Faraday and Science Advisers/Consultants ??

Science Labs BSF and P4S PFI Project Faraday and Science Advisers/Consultants ??. Andy Piggott andy.piggott@btinternet.com www.andy-piggott.co.uk. October 2007. Tensions. Architects …..

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Science Labs BSF and P4S PFI Project Faraday and Science Advisers/Consultants ??

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  1. Science LabsBSF and P4SPFIProject FaradayandScience Advisers/Consultants?? Andy Piggott andy.piggott@btinternet.com www.andy-piggott.co.uk October 2007

  2. Tensions Architects ….. Science teachers are dinosaurs, wanting traditional designs that do not reflect the modern world, let alone the exciting, ever-changing natures of their own subject area. They don’t even know what styles of teaching they use, nor what is needed for these styles. We’ll ignore them. Teachers ….. Architects are ignorant of what we do and are forever wanting to create fancy designs that do not work. We keep trying to tell them what we want, but they ignore us. They have left out ………; the ….. / ….. / ….. doesn’t work; we can’t do …….., because …….; etc; etc. What is the point?

  3. Hi Andy  ………. For your info – met with the XXXXX BSF team – discussed Science – if ever I was in any doubt before, I am not now – the process is being driven by procurement personnel with little or no knowledge (or interest, so far as I can see) of the subject. They insist that best way to deal with a science lab is to confine services to the perimeter (indeed they expressed the view that they were not convinced that services were required at all – the way forward being simulation on computers) and that gas was just an unnecessary expense – they also said “the problem with Science is the subject itself” – I could have strangled them. YYYYY MD of well-known Lab furniture firm

  4. Science – Teaching and Learning Range of T&L styles, includes: ….. Practical work? How much practical work? Support areas for practical work?

  5. Views on Practical Work Architects / Local Authorities / Headteachers Practical work takes up only 20% of time – therefore we need only 1/5th of the number of labs. Convenient – because finance, area guidelines, staffing and timetables squeeze space and time allowances for science National science guidance – QCA, ASE, Ofsted Practical work should take place in up to 75% of science lessons and access to practical areas is needed at any time so that teachers can tailor T&L to pupils learning needs as they progress. Pupils Prefer practical to many other forms of learning

  6. Design of Science Accommodation…for…. • DfES – Building Bulletin 80, 2004 • CLEAPSS, Guide L14 • Laboratory Design for Teaching and Learning project www.ase.org.uk/ldtl/documents.html • Labs for Learning course, National Science Learning Centre 10th -12th December 2007

  7. Design of Science Accommodation…against….? • Partnerships for Schools (Building Schools for the Future) Advises ‘Follow ASE / CLEAPSS’, but also produces guidance pushing perimeter-only services • PPP / PFI EiS, April 2007, article, page 20: ‘Are laboratories with peripheral benching safe and fit for the purpose?’

  8. Best design happens when: Architects, science teachers and technicians talk together – and - both sides are knowledgeable about national advice on lab design – and - whole-school leadership and management is in accord with departmental ideas – and - ‘Clients’ – ie the money – allows for good standards of design and the time to make this happen.

  9. What is project Faraday • exemplar designs for science labs to inspire and encourage; • designs for interactive experiments; • demonstration projects in every Government region.

  10. Project Faraday Issues the design teams were asked to look at: • Effective spaces for science T&L, including practical work • Full exploitation of computer technology • Alternative or multifunctional learning spaces (eg lecture theatres, drama studios) • The building itself as a teaching tool • School grounds for support and variety • Latest technologies from other disciplines (eg museums) • Interactive displays / experiments, maybe ‘built-in’

  11. Project Faraday The brief therefore: - does not admit of the traditional science department where there is 1 laboratory for each science teacher - assumes that something ‘jazzy’ is required to make science more appealing to pupils (and teachers?) than just the science itself - insists that science moves out to link to other areas of the school

  12. CPD We (the DCSF) are currently investigating a CPD model for teachers: • to help schools develop a better educational brief for their designers • to help teachers use the new environments effectively.

  13. Programme & Key Milestones • Summer 2007 – designs proposals • Autumn 2007 - An inspirational publication showing the exemplar designs • Autumn 2007 - Inform our capital programmes • From 2008 - Seven school refurbishments • From 2009 - Six whole school-renewals

  14. High Teacher High Learner Medium Learner Project Based Traditional Personalised 25-30 75-100 3-7 Solo Large Teams Small Teams Classes Home Base Team Space 45-60 mins 0.5-1 day 1 hr to 0.5 day Learning on site Anywhere, any time Physical core, virtual anywhere Teaching & Learning organisation drives the brief for the types of spaces you need Centricity Model Student Grouping Teacher Org Student Org Time Structure Learning locations High number of separate teaching spaces High number of learning settings DEGW Consortium

  15. Flexibility Maximum teacher flexibility: 1 teacher, 1 group of pupils, 1 lab with all facilities Large number of labs – with duplication of facilities Easiest to timetable Teachers can be independent of each other – can make support of weak teachers difficult

  16. Flexibility Maximum space flexibility: Different spaces for different learning needs – less labs Range of different facilities – possibly wider range Different sized groups of pupils – mass audiences, down to individual learning Needs whole-school support to timetable and manage Teachers must work in teams – weak members can be trained / or be a drag on others

  17. Flexibility -- Other Easy change over time Keep services out of the way Make walls non-load bearing Install cheap quality furniture leading to…… Review use after five years and refit for another purpose, or refit to develop in light of Curriculum, T&L or ICT advances Does rather assume that finance will be forthcoming every 5 years!

  18. Teacher support ……. • Knowledge and experience of Teaching and Learning • How this is affected by design of accommodation • Background in / from …… • Science Accommodation in Secondary Schools, DfES BB80, 2004 • Designing an Planning Laboratories, CLEAPSS L14, 2000 • Laboratory Design for Teaching and Learning project • www.ase.org.uk/ldlt • introductions, further guidance, case studies + software • Labs for Learning course, NAT25, NSLC • next course - 10th-12th December 2007 • www.sciencelearningcentres.org.uk

  19. All NAIGS colleagues: If you have any views on the problems / issues to do with new builds or refurbishments of labs, please do let me know. If I can provide any more information, please ask. Contact: Andy Piggott Tel: 01753-885222 Fax: 01753-887634 E-mail: andy.piggott@btinternet.com Web: www.andy-piggott.co.uk

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