Thurrock Trailblazer Evaluation 2015/16

What was their action research question?
Can we incorporate dance into our provision as a learning medium?
What did they do?
Jo Frater of Confidance worked with teachers to explore ways that children
with extremely limited movement could respond to music and choreograph
movement. The aim was to create compelling experiences that build memories
and a physical memory triggered by the music. Remembering, retelling, and
recreating movements deepen learning. Using their learning from all of their
Trailblazer experiences, they have started training others in how to use the arts
to engage activity, to ensure there is provision when the students leave school.
Who took part?
Teachers worked directly with Jo then worked together with pupils throughout
the school.
The difference that has been made
● Through dance, pupils have made exceptional progress towards a range of
individual learning goals.
● The artists provided positive role models of success, and pupils are
recognising their abilities through seeing recordings of their own dance.
● All teachers are now enthusiastic and confident to lead dance.
● Teachers have new skills that they can share with other educators.
How do they know this?
● By collecting stories rather than data. There is a narrative case study on
every child.
● Recording learning sessions and outcomes to illustrate progress.
● Dance has been incorporated into learning plans.
● Evidence of impact was shared with an external evaluator.
How did Trailblazer support that whole school priority?
Transition agencies and partners are able to use dance to connect with young
people from Beacon Hill Academy.
Taking it forward
“Trailblazer helped us to realise how much the arts is important in our school.
Without the Arts, we wouldn’t have a curriculum! It's across every lesson.”
Amanda Bradley, Cultural Champion, Beacon Hill Academy
Beacon Hill would like to become a flagship Artsmark school, recognised for
their cross curricular work and quality of partnerships.
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