Supporting bilingual children - National Union of Teachers

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Out of the classroom and into the community HOW WE FOLIO DID IT Oaklands school in Winsford, Cheshire, has 117 pupils aged 11 to 16 – all with moderate or complex learning difficulties. Maths co-ordinator and Year 9 tutor Maria Mather explains how the school became involved in this year’s Tatton Park RHS flower show – the latest in a long line of activities linking the school with the local community. “ Community Kids In 2005 a group of The ‘Wild Cheshire in a Box’ project began when I went to last year’s Tatton Park flower show. I thought creating a garden for the 2007 show would be an interesting and worthwhile project for my Year 9 class to do post-SATS, so we applied in the autumn term. I asked the children what kind of garden they wanted to create and they decided on a wildlife garden filled with plants native to Cheshire. They began doing a loose design in creative arts classes. In the spring term we found out our application had been successful. Then we discovered that the children wouldn’t be allowed to build their garden on-site. They really wanted to do their own gardening, so we came up with the ‘garden in a box’ idea. They worked in maths and in design and technology (D&T) lessons, calculating the right sizes and angles for the boxes. The children did research on the internet to find out which plants were native to Cheshire and whether they would be flowering at the right time. They found two companies that specialised in wild flowers and we ordered the plants online. As this was a cross-curricular education project, we were allocated some of the school’s budget. Other costs were covered by department budgets, for example the wood by D&T and some plants by citizenship. We also approached the parents and persuaded Focus DIY to give us some materials. Most of our pupils have very poor language and writing skills, but they worked as a group composing the letters asking for donations. In thinking skills classes they developed ‘ice-breaker’ lines so that they would feel confident talking to the public at the show. The children were extremely motivated. Many spent their breaktimes in the playground, often in the pouring rain, working on their gardens. Then one night the gardens were vandalised. It was heartbreaking. The children had put in so much effort, but it really didn’t look as if we would be able to continue. We had no money left for more plants. Two old ladies turned up at the school gate with a £10 note and a hosta, having read about the damage in the local paper. Someone else sent a cheque for £70. And, thanks to the efforts of our new school NUT rep Matthew Fazey, we received £100 from both the NUT’s Cheshire association and North West region just when we needed it most. We got logs for the gardens from the local ranger service. Our pupils have worked with them for 17 years, helping to improve the Weaver Parkway environmental area. One recent project saw the children fundraising for, and then building, a wheelchair-accessible pond-dipping area. Oaklands also has long-standing links with arts projects funded through the Mersey Basin and Weaver Valley Initiative. We worked with some of the same artists for the RHS show, making dragonfly models for the garden. ‘Wild Cheshire in a Box’ didn’t win a prize (we were up against professional gardeners!) but the RHS awarded us a certificate and allowed the whole school to visit. They’ve also invited us back next year, when our garden will probably be a show feature. But the children thought their garden was the best of the lot! Creating it was great for their social and ‘soft’ skills, taught them about teamwork, and got them making choices and decisions – something many of our pupils find difficult. Overall it was fantastic for their maturity. With projects like this you have to just go for it, and if you encounter setbacks try again. You need to allow plenty of time and have a member of staff willing to apply for grants, fill in forms and be responsible for the whole thing. You learn from your mistakes, and once you know the right people it becomes easier. It’s valuable publicity for the school and a real eye-opener for the public to see our pupils involved in something like this. You also see a different side of the children. It’s amazing how, when you give them responsibilities outside of school, they really rise to the challenge. “ Oaklands pupils set up a project called Community Kids, choosing the name and logo themselves and even writing their own constitution and child protection policy. Their first project was to create a sensory therapy garden for a community centre in Northwich. They raised £3,000 and divided up the labour according to who would be best at talking to clients, who would be good at the heavy work, and so on. This year Community Kids set up a dance project which culminated in a whole-town dance competition. They laid on dance days for local primary schools, arranged for teachers to go on a dance course and took responsibility for everything from administration to refreshments. “The project taught them how to approach people and ask for things, and how to work as a team – all skills transferable to their lives outside school,” says Maria. November 07 / The Teacher 43
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Supporting bilingual children - National Union of Teachers

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