Rolls-Royce

Entrant's address and contact details

School name:	South Dartmoor Community College
School/college address:	Balland Lane Ashburton Devon TQ13 7EW England

School phone number:	01364 652230
Number of pupils in school(s) - male:	825
Number of pupils in school(s) - female:	790
Number of staff in school(s):	138

Our team leader and our team

Name	Position (e.g. Headteacher, parent, etc.)	Organisation
Mr Mark Gale	Head of Science	South Dartmoor CC
Mr John Bradford	Advanced Skills Teacher of Art	South Dartmoor CC
Mr Jamie Bowring	Teacher of ICT	South Dartmoor CC
Mr Gary Cunningham	Teacher of Science	South Dartmoor CC
Miss Romilly Everett	Teacher of Science	South Dartmoor CC

The key skills, strengths and roles of each team member are: (200 words)

Mark Gale

Has been teaching science for 14 years and been head of science for five years. He is keen to build meaningful cross-curricular links through shared schemes of work, and is able to build effective teams.

John Bradford

Is an advanced skills teacher of art and has great expertise in sharing good practice within and between institutions. He has a passion for sharing ideas to further the use of art in a range of subject areas.

Jamie Bowring

Is a newly-qualified teacher of ICT. He has skills in the use of many ICT packages, including digital imagery, and has great motivation to ensure this project succeeds.

Gary Cunningham

Has been teaching science for two years. He is able to devise innovative ways of teaching scientific concepts and has great strengths from his previous employment in the electronics industry in ensuring that projects run to plan.

Romilly Everett

Is a newly-qualified teacher of science. She has great enthusiasm for this project and has successfully run a science club in her first year as a teacher. She is able to motivate and enthuse students to look beyond the ordinary.

Our proposal

Topic area of proposal: Generic Issues - Cross-curricular

Briefly, the aim of our proposal is: (50 words)

We would like to put together a presentation in the school library of 3D photographs, to be viewed using coloured goggles. Students will have created these images by taking pinhole camera photographs of their own compositions, which they will then manipulate using digital imaging software to create three-dimensional tinted pictures. Throughout, students will use their knowledge of science to explain what processes are occurring and to define the next steps in the procedure.

Pupil type to benefit: Talented

Age range to benefit from proposal: 11-16

Learning outcomes from our proposal: (50 words)

Understanding how a pinhole camera works, linking to other phenomena involving light.
Understanding of colour, including filters.
Understanding how the brain interprets images from each eye to create a three-dimensional image.
Understanding the composition of an effective photograph.
Understanding the use of a digital imaging ICT package.

Our reasons for developing this particular proposal: (100 words)

We want to build links between different curriculum areas through the development of shared schemes of work, which last for approximately three weeks. We believe that this will help students to see the links between different subjects and to develop their transferable skills. We believe that a three-week scheme of work will be more effective than a single cross-curricular day and more focused than collapsing the curriculum for a whole year, as has been tried in some schools.

This project began by brainstorming and identifying possible areas for collaboration in a larger group, and a smaller party of interested individuals has volunteered to move the project forward.

Detailed description of our proposal: (300 words)

To identify the gifted and talented students who may benefit from this project, and to identify a suitable curriculum time to carry it out.
To purchase sufficient materials (pinhole cameras, software licences, photographic paper and developer) for staff to carry out trials of the procedures, refining difficulties.
To write a scheme of work for the cross-curricular project, identifying what students will do in their art, ICT and science lessons during the three-week period.
To deliver the scheme of work and to produce the photographs.
To mount the display in the library and to have an opening ceremony with leadership team members, governors and parents invited.
To review the scheme of work in the light of student voice comments.

Putting our proposal into practice

Outline of how our team would implement our proposal over a period of not more than 24 weeks: (300 words, bulleted lists accepted)

Weeks 1-2

Identification of students and curriculum time.

Weeks 3-6

Purchase of materials, and trials of the procedure by staff.

Weeks 7-10

Writing the scheme of work, involving opportunities for peer review.

Weeks 11-16

Delivery of the scheme of work and creation of the display of 3D photographs.

Week 17

Opening ceremony involving leadership team members, governors and parents.

Week 18

Review of the scheme of work through student questionnaire and interview.

Monitoring and evaluation

The monitoring procedures we will use during the project are: (200 words, bulleted lists accepted)

Staff trialling of the procedures before finalising the scheme of work.
Ensuring that the scheme of work is reviewed by all the departments before being delivered, to make sure that it fulfils learning objectives for science, ICT and art.
Review of the scheme of work at the end of the project through student questionnaires and interviews.

The evaluation procedures we will use at the end of the 25 weeks to check the effectiveness of our project are: (200 words, bulleted lists accepted)

Comments from parents, governors and leadership team following the library display.
Student voice evaluation through questionnaires and interviews.
Staff review of the schemes of work, including monitoring studentsâ€™ achievement of the learning outcomes.

Budget

Itemised costs of putting your proposal into practice within a maximum budget of £5,000 or equivalent in Euros: