Three Key Areas Schools Programme Story republicans and installations Online www.thestoryrepublic.co.uk
“Every school in the country should see this! And Mr Gove! Wonderful! Wonderful! Wonderful!” “Huge improvement in the quality of our writing… totally immersed in the idea of themselves as film-makers and writers of the future.”
Key elements • Catalyst • Making connections • Element of Surprise • Celebration
Penryn College Installation
Treviglas installation
Humphry Davy Installation
‘ Thank you so much for everything you did to make the Story Republic such a success for everyone at Penryn College and our partner primary schools. The College positively sang on the evening of the final celebration. It was a masterpiece!’ Marie Hunter, headteacher Penryn College
IMPACT Skills & Knowledge After the INSET, 87% of teachers said they felt they had been equipped with new skills in creative writing to take back into the classroom. "Lots of brilliant ideas to try out in my class and to cascade to other members of staff.“ 86% of teachers felt that the Story Republic had achieved its aim to develop literacy and creative writing through the arts in general and the poetry of Charles Causley in particular. “children used good descriptive vocabulary in their writing around this project. They loved it!” All teachers told us that the skills and knowledge of their pupils had been improved in at least 2 areas. 100% said that performance skills had improved with 86% seeing an improvement in creativity and 70% an improvement in their pupils speaking skills.
Benefits to host secondary schools The Story Republic had a high impact on the different use of school spaces, profile of creative arts, ideas and inspiration and transition / feeder primary relationships. “The impact on the liaison between primary and us was the greatest thing about this project…We were also able to tap into our Arts Leadership programme to get students involved in running the sharing event.” Humphry Davy School. The host schools also felt that the project was good value for money. “The entire organisation and dealing with the primaries by KEAP is one of the areas that usually takes up the time and this was ably managed by the KEAP team, allowing us to enjoy the outcome and just organise logistics this end!” Penryn College. Teachers from the host schools felt that their pupil’s attitudes have positively changed towards reading, writing, creative writing, speaking, listening, art and in particular performance / sharing. “The whole year group shared performance poetry and now see poetry as a performance art… Our year 9 boys especially our 3 autistic pupils, grew hugely in confidence” Penryn College. “The poetry has the power to stimulate creativity in others. They loved watching the work undertaken by others and working with different art forms” Humphry Davy School.
Impact on Pupils Over half of the pupils said they had learnt something new. “How to write more imaginative” “Believe in myself” “Loads of stuff about Charles Causley” “How to write for a younger child to understand” “speaking with expression” The number of pupils who said they would write stories or poems in their spare time grew from 13% to 22% following involvement in the project, with 10% more saying they would do this sometimes than when asked pre-activity.
The Exchange, Penzance
Where Next?
2014 • Looe and Fowey clusters • Writer Spaces in Schools and exhibition • Bournemouth Symphony Orchestra • Fowey Festival of Words and Music • North Cornwall Book Festival • Truro Arts Festival
2015 Open to offers!
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