This week I visited XP Gateshead and had the privilege of supporting Year 9 students who hosted the Presentation of Learning (PoL) for their latest Learning Expedition entitled, ‘Another Brick in the Wall’ at the Farrell Centre at Newcastle University.  

The Farrell Centre have been a great supporter and friend of XP Gateshead since we opened and we have worked with them a number of times now to support our Learning Expeditions. The centre opens up and reveals to students the importance of architecture and urban design and how this has such a significant impact on well being, aspirations, eco-systems and beauty in our communities. We were split into two groups and as one headed out on an aspirational tour of the university the other group settled into a workshop led by staff at the centre.

At the start of the day, we were split into two groups and as one headed out on an aspirational tour of the university the other group settled into a workshop led by staff at the centre. The workshop was centred around a national initiative called ‘Urban Flourishing’ a project that encourages and inspires all sections of the community to come together and share ideas about how we can make our communities better places to live, work and thrive.

The workshop was a fitting finale for our students who had been engaged in a Learning Expedition, ‘Another Brick in the Wall’ that had focused on the importance of structures in both Humanities and Science and how design and planning impacts significantly on the quality of life. Students had studied structures from a variety of perspectives and had used this knowledge to answer the Guiding Question, ‘How are structures important in explaining our world?’ This had led our students consolidating their learning by creating a proposal for a new housing development set to replace the old Sir Godfrey Thomson Court, which was demolished earlier this year. Students engaged with developers, councillors, and the local MP to gather their insights on social housing in the area and shared their vision for its future in a report submitted to develops and planners.

“how cool is it to have had a Dad who designed James Bond’s workplace?!?“

“It was a chance for students to use their imagination and voice and lived experience to shape thinking about design and planning in their area.“

We were welcomed by Max Farrell, the son of the founder of the centre, Sir Terry Farrell the world renowned architect, who spoke about his own passion for urban design and how it is imperative that we are all part of shaping our communities by using our voice. His stories about his childhood were lively and inspirational, particularly the one about how it was that his Dad had designed the MI6 building in London – how cool is it to have had a Dad who designed James Bond’s workplace?!?

Max also introduced our students to the ‘Urban Flourishing’ project and the workshop activities that would allow the students to identify what they enjoyed about their community but also the things they would like to change to enhance where they lived. It was a chance for students to use their imagination, voice and lived experience to shape thinking about design and planning in their area. 

Olly, from the team, led the first practical session which was based around the activity called ‘Crazy Eight.’ In short, students, in pairs, had to write down eight ideas in eight minutes that would improve the place they lived and be ready to feedback their ideas to the rest of the group. Students engaged fully in this activity and came up with some really perceptive and discerning ideas, ranging from better lighting to address the well being of more vulnerable groups like the elderly (my grandad doesn’t like going out at night due to poor lighting) to simple but effective ideas to improve the environment in their area.

“Students engaged fully in this activity and came up with some really perceptive and discerning ideas…”

Students were then tasked to visually represent what their locale looked like currently and how based on the ideas they had shared they would reimagine it. through drawing images represented what their locale looked like now and how they would reimagine it to make it better.

Students had great fun using their ideas from the previous activity to create a vision of a better designed future for their community. One of the things that struck me most was that almost every group wanted to have access to more safe, green spaces that were purposeful and allowed communities to cultivate and protect eco-systems and habitats in their areas. Students shared their images and talked through their ideas with good humour and integrity. Joe’s work (see below) particularly caught the eye, showing a real flair for urban design – hopefully a work placement awaits next year!

Max brought the first workshop to a close and as students returned from their tour the group’s swapped over. After each group had enjoyed a tour and the workshop experience they started to prepare for their Presentation of Learning (PoL) at the centre. Students set up their stalls and practised their presentations to each other, staff and the team from the Farrell Centre. Students had produced work that covered each Case Study of the expedition and they talked eloquently and with authority about the Cold War and the impact of the fall of the Berlin Wall, a study of China, the importance of the periodic table and the impact of the breakdown of structures in the novel, Lord of the Flies by William Golding.

“Students acted as ambassadors, on their own initiative, welcoming parents and directing them to their seats.“

Parents began to arrive and filled the centre. Students acted as ambassadors, on their own initiative, welcoming parents and directing them to their seats. Martin Said from XP Gateshead opened the PoL, explaining the format of the evening and framed the experience to come. In addition, Max Farrell addressed parents and commented on the quality of the work by students at XPG. Parents then engaged with student presentations and completed an ‘Exit Ticket’ to show their engagement and learning.

It was a highly purposeful and successful evening.

In conclusion, what resonated with me about this experience was that by locating the Presentation of Learning in an external venue this gave increased opportunities for students to show and articulate the skills and knowledge they had acquired, over the course of this Learning Expedition, to both parents and also external partners and experts. This not only reinforces and deepens learning but it enables students to authentically develop their confidence and character. The image of Lena above represents this perfectly: a Year 9 student holding the attention and interest of experts in architectural and urban design articulating her learning and understanding and how this has been enhanced by engaging in a purposeful cross-discipline Learning Expedition.

“I was humbled and filled with pride at our students expressing who they are through the beautiful work they produce…”

I would like to thank the Year 9 Team at XPG, and the Expedition Lead Rebecca Jones, for inviting me to be part of this experience. Once again, I was humbled and filled with pride at our students expressing who they are through the beautiful work they produce and the agency they acquire when given the opportunity to enact positive social change.

Another powerful experience and memorable experience.

Andy Sprakes, Chief Academic Officer, XP Trust

N.B. If you want to take part in the Urban Flourishing Great Places Conversation visit the site here and use your voice!