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| "Jack Petchey strenghthening partnerships" contributed by V. Chadwick, Swanlea Secondary School (Mixed) |
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The Jack Petchey Foundation funding has enabled us to strengthen the partnership between the Borough Arts Team - the 'A' Team - and the Art Department at Swanlea School. Groups of 10 Upper School students at a time were able to walk over to the local community centre, the Brady, where the 'A'Team is based.
They used ideas, pictures and concepts they had collected and painted and drawn for their GCSE coursework to produce images which they then screenprinted. The finished products were then either brought back to school or used as part of an exhibition at the Brady Centre.
They have also been put up for sale. The students are very proud of their work; without the partnership the work would have taken a lot longer to produce and the small group focus meant that each student received more support with their work. |
| "Art Club at Bow for Key Stage 3" contributed by Anne Riddelsdell, Bow Boys Secondary School |
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I began the year running the club singlehanded. But, thanks to the support of the Jack Petchey Foundation I have been able to energize sessions by inviting artists from differing disciplines to spend 3 or 6 week blocks with us, supporting our activities. The boys suggest areas they would like to explore and the Bow Arts Trust helps us find a suitable artist. The artists who come, show and discuss their own work, and teach the techniques required to manipulate the materials. Our approach is to encourage boys to work on an idea of their own, learning how to handle a new medium not available to them in their art lessons.
This year we have worked with Begonia Tamarit doing batiks. Caroline Hudson a ceramics artist helped boys produce some fantastic clay work and at the end took us through the process of casting using plaster and clay. We are all excited by our current six week block with animation artist Jane Bailey. In the first week I watched the boys captivated by the process of directing and filming their first short film; to be edited to show felt-tip pens coming alive to create their own picture on a page. We are waiting for next week to see the edited version and learn from our mistakes! "I like Art (clay) because you can make stuff and take it home and there’s help if you need it" Year 7 "I have learnt new skills and techniques and medias which I found fun" Year 8 |
| "Arsenal Science Project" contributed by Lorraine Hachou, OoSHL (Study Support) Service |
OoSHL (Study Support) ServiceArsenal Science Project
Tower Hamlets PartnershipArsenal Science was funded from the Neighbourhood Renewal Fund (NRF) through the Council’s Local Strategic Partnership. It was part of a programme of out of school hours activities delivered between January 2005 and April 2006 by many different organisations, many based community-based, in partnership with schools. The programme was designed to involve young people aged 11 to 16 in additional learning opportunities and to raise achievement at KS3 and KS4 Arsenal Double Club …………..In January 2004, Arsenal Football Club’s community department began a DFES-backed pilot in which an Arsenal “tracksuited” member of staff was placed in four secondary schools to implement a Double Club and specialist football programme during school-time. The pupils selected for the project received an hour of literacy and numeracy teaching followed by an hour of football coaching. Arsenal provided resources to make the programme more appealing. Initially, the pilot was to last for five months in Islington Green School and St Aloysius' College in Islington and Bishop Challoner and Bow Schools in Tower Hamlets. However, due to an amazing positive response from the pupils and schools involved, the DfES have kindly extended the pilot to run until the summer of 2006. The prestige of Arsenal Football club and the popularity of playing football is the inspiration behind the Arsenal Double Club. Its aims are to increase motivation and raise the confidence and ability levels of pupils in a number of subjects. ……………… and Arsenal Science Project Tower Hamlets OoSHL (Study Support) Service in partnership with Arsenal Football Club decided to build upon the successful elements of the Double Club within a new project focusing on science. The rationale of the Arsenal Science Project is to deliver elements of the KS3 National Curriculum for Science but to include as many football references and activities as possible to keep the students interested. Football is a common interest among many students of each sex and of many different social, cultural and economic backgrounds. Delivery The first four schools to deliver the project were George Green’s, Langdon Park, Oaklands and Swanlea in the Autumn term followed by Harpley School and Inclusion Support Centre, Bethnal Green Technology College, Raines Foundation and Morpeth schools in the Spring term. Around 30 specially selected KS3 students took part in each school, usually underachieving and demotivated pupils who had previously expressed an interest in football and/or sport in general, both boys and girls. Students were taught in groups of 15 by the Arsenal Science Teacher for a double lesson each week for a period of 10 weeks. Each week students also took part in a football coaching session lasting an hour, either at lunchtime or afterschool. Content In each school students were taught two of three specially planned modules designed to cover key objectives from the KS3 National Strategy’s – Framework for teaching science, including Energy, Forces and Fitness and Health. Three heads of Science from schools in the borough helped plan the modules to ensure they covered National Curriculum requirements for each topic. The schemes of work were developed with a view to teaching KS3 science using examples that relate to football and incorporating footballing activities where possible. The lessons consisted of practical work based around footballing ideas e.g. experimenting on foods to see if they contains simple or complex carbohydrates and then using their results to say when in a match day a player might eat these foods. Expected outcomes Given that pupils were receiving a double lesson once a week for 10 weeks, it was envisaged that the most of the impact of the project would be in the pupils’ perceptions of science as a subject. It was hoped that by showing pupils how science was related to football their levels of motivation and enthusiasm for the subject would increase and that they would have more interest in science generally. It was also intended that their knowledge of the topics would increase, although it was understood that this may not be quantifiable due to the short time frame. Staffing/resources A fully qualified Science Teacher was seconded from Hurstmere School (A Specialist Sports College) in Bexley to help plan and deliver the Arsenal Science modules. All resources used incorporated the Arsenal logo and were usually in colour. Schools provided any practical science equipment that was required but folders, pens, photos and match programmes were provided by Arsenal football club. The football coaching sessions were delivered by a qualified football coach working on behalf of Arsenal Football club. In May 2006 a 5 a-side football competition is being held in the sports hall at Highbury with students from the Arsenal Science Project competing in teams against each other. Certificates and prizes for the winning team will be provided by Arsenal. Rewards
A few students from each school were rewarded with tickets to a match at Highbury. Other rewards also included football boot bags, magazines, footballs with the Arsenal logo and posters; these were given to students who worked hard and attended each lesson. Impact
Pupils were assessed on their knowledge of the topics covered before and after and it was found that the average percentage increase in their test scores was 38%. Students also had very positive things to say about their experiences with 78% of students stating that they felt like they had learnt new things and 96% saying that their knowledge had improved since they had been attending Arsenal Science Project. 91% said their confidence in their knowledge of the topics covered had increased. The other positive effect was on students willingness to come to school; 67% of students said they were a lot more likely to come to school on the day when they had the Arsenal Science project. One year 7 student went even further saying that he would attend even if it was on in the school holidays. 99% of students wanted the Arsenal Science Project to continue. Teachers in the schools that took part commented on the students’ enthusiasm for the project and their increased motivation. Next steps
Due to the positive outcomes from the first two terms it is hoped that this initiative will continue next year and that it will be extended to involve primary schools in Tower Hamlets. For further information about the project and opportunities to participate in it, please contact Claire Hatton at the OoSHL (Study Support) Service at info.ooshl@towerhamlets.gov.uk |
| "Positive Playgrounds" contributed by F Moore, George Greens Secondary School |
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| "Lunchtime Music Tuition & Isle of Dogs Children’s Band " contributed by Pat Bulpitt , Arnhem Wharf Primary School |
 In May 2005 Arnhem Wharf started up a programme of lunchtime and early morning instrumental tuition for its year 6 students. Pupils were able to learn drum, flute, keyboard, or clarinet. The programme has into the current academic year, with a total of 30 children now learning an instrument. There is now the additional element of an Isle of Dogs Children’s Band, which started practising in November 2005, bringing together pupils learning instruments at Arnhem Wharf and at a further five primary schools on
the island.
The driving force behind the programme was Janet Banzaca the school’s Advanced Skills Music teacher
Staffing and Costs
Tuition is provided on a weekly basis to small groups by tutors recruited by Janet. Tutors are paid the authority’s recommended hourly rate. These costs and those of buying the instruments have met by the school
itself, with support from the Isle of Dogs Action Zone and the Neighbourhood Renewal Fund.
Musical support for the Isle of Dogs Children’s Band is provided by Trinity College of Music and is co-ordinated primarily by Maria Turley with some assistance from the director of the Isle of Dogs Action Zone.
Rationale
Few pupils in the school if any had opportunities for the kind of formal instrumental tuition now made available by the scheme. Now all year six pupils who want to play an instrument have the opportunity along with some year 5 pupils.
Outcomes
The programme attracts much attention from the younger pupils in the school giving those involved a boost to their self-esteem. The tuition itself encourages sticking power, develops concentration, enables children to discover hidden talents and provides some children with a taste of success that they might not otherwise experience. The island band provides opportunities for performing in public and also together children of different ages and from different schools.
Next steps Arnhem Wharf is hoping to increase the number of children benefiting from the programme and to open it up to year 5 pupils. At some point it may also be possible to offer grade certification for pupils. For further information please contact the school OoSHL co-ordinator Pat Bulpitt by email marked for her attention at admin@arnhemwharf.towerhamlets.sch.uk |
| "Homework Club as an umbrella for short courses " contributed by Sheila Viegas, Wellington Primary School |
Once NOF funding for OoSHL dried up two years ago, Wellington’s OoSHL programme has been largely dependent on external funding and as a result the number of activities on offer has fluctuated dramatically. For example in the summer term 2005 the school was running in excess of clubs supported by Neighbourhood Renewal Funding (NRF).
The setting of homework of 20-30 minutes each night is now school policy for all year groups from year to year 6. Wellington wanted to introduce greater continuity in its programme and support for pupils’ independent learning, by setting up a homework club as the ‘core offer’, two nights each week funded from the School Development Grant (SDG) element of the school’s delegated budget and to top this up with short courses as and when additional funding or volunteers become available.
Homework Club
As of October 2005 the Homework Club runs on Tuesdays and Wednesdays from 3.45 until 4.45. The club is open to pupils from both KS and KS2 with targeting of new entrants, and pupils in years 5 and 6 on any intervention programme. It has a capacity for around 20 pupils and operates out of three classrooms, including the ICT suite, and two halls. The club does not operate on a drop-in basis; pupils who sign up are expected to attend on a regular basis. Attendance at the club is monitored and if pupils are regularly absent their place is given to the next child on the waiting list.
Children who attend the club have a 0 minute session in which to do their homework supported by a teacher, a learning mentor and a teaching assistant. The children are then generally able to choose either to participate in one of the short course activities for the remaining 0 minutes or to continue on self- initiated activities such as writing books, research or visiting the library.
Short Courses
In September all KS2 children took part in research to find out what type of clubs they would like to attend. Activities were then ranked according to popularity. This information was used to draw up a proposed programme of activities for the year. Short courses offered during the autumn term 2005 were Dance and ICT. Courses planned for the rest of the year include singing, cooking, cartoon drawing, football and clay work. Children and parents were invited to sign up for places at the clubs at a parent evening early in the Autumn term. Children are also invited to join as part of their induction programme with the learning mentor.
Staffing and Costs
Overall responsibility for the OoSHL programme is held by Sheila Viegas, deputy head. Christine Collins, the school’s learning mentor does much of the practical organisation and supports the Homework Club. Tutors who run the short courses are paid a higher hourly rate than the staff who support the homework and ICT elements of the club due to the additional planning and evaluation work they undertake.
Outcomes
Pupils get a quiet but relaxed place to do their homework with help on hand while also having the opportunity to learn something new. The short courses allow school staff and external tutors to offer the pupils something different and exciting. These courses can also be an enrichment of the existing school curriculum. A requirement of all short courses is a detailed programme written by the tutor as part of the quality assurance process.
Next Steps Currently Wellington has a Fine Arts graduate working on a voluntary basis within the Homework Club under the supervision of school staff. The school is hoping to involve more volunteers in their OoSHL programme through the Millennium Volunteers, scheme and in partnership with St. Martins College and the Tower Hamlets Volunteers Bureau. For further information please contact Sheila Viegas at deputy@wellington. towerhamlets.sch.uk |
| "Beatrice Tate Hydrotherapy Club " contributed by Tamsin Kirsh, Beatrice Tate |
Beatrice Tate Hydrotherapy ClubWhen most Beatrice Tate School pupils are making their way home, 7 students remain to take part in the Hydrotherapy Club. It is a fun time to allow the students with physical needs to exercise and gain confidence in the water. The club has had a positive effect on pupils and provides a valuable additional session to timetabled hydrotherapy periods. Pupils like to play group games, dance to music, take part in races and relax in the Jacuzzi area of the pool. The club has also benefited pupils and staff as it has provides a different social environment to meet and develop friendships across the school.
Pupils, parents and staff at Beatrice Tate School very much appreciate the funding provided by the Jack Petchey Foundation. The Hydrotherapy Club could not operate without this valued support and partnership. Tamsin Kirsh |
| "A Cohesive Approach " contributed by Julia Burns, Mowlem Primary School |
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Developing a Cohesive Approach to Out of School Hours Learning and Extended Provision at Mowlem Primary School Mowlem Primary School is a one-form entry school which has had a range of Out of School Hours Learning Provision for a number of years. The range of provision and number of funding sources has built up over the last five years and now includes a long-running Junior Youth Service after-school club, a NOF funded breakfast club, Standards Fund provision, Neighbourhood Renewal Funding provision and activities run through involvement in the School Sports Co-ordinator programme. Owing to the range of provision and funding sources along with the opportunities provided by each, the school identified the need to develop a cohesive approach to Out of School Hours learning and extended provision with the following identified aims:
An audit of range of activities offered and areas that could be further developed was undertaken during June last year. School and class councils were used to gain children’s views and opinions on how the range of activities offered could be developed and improved and key areas for development were identified. In response to this and the school’s identified aims an overview for the year was developed. The next stage was to look at the timetabling of activities. Due to the range of providers and funding sources a number of activities were held on the same night last year which restricted children’s access to a broad and balanced Out of School Hours learning programme. The audit also identified the need to look at extending and maximising opportunities for lunchtime activities and the use of the Breakfast club to extend provision. There are a number of staff involved in co-ordinating different areas of provision and regular meetings now take place to co-ordinate the work that each is doing. The existing programme of booster classes and Easter school has continued with additional adults becoming involved. This has led to children working in smaller groups with a closer targeting of needs along with access to additional resources, for example, the ICT suite. Additional funding from the Neighbourhood Renewal Fund has enabled the established Football Club to continue to run. Provision has been extended to offer additional places and extend the club to Year 4 children. Children were consulted, through class and school councils, to find out what types of activities they would like to be available. The programme was developed in response to this with a particular focus on drama and arts activities. Two drama clubs were run for children from Years 1 to 6 which were well attended. Two art clubs will take place during the second half of the Summer term. One will be for children from Years 1 to 3 and one for Years 4 to 6. The clubs are focusing on developing existing skills, building on the school curriculum and extending the range of medium children use including mosaic and batik work. We have also used funding to develop lunchtime provision. Dance clubs have been running weekly as part of the aim to increase children’s physical activity. The NOF Breakfast Club has run for two and a half years. Although there were high attendance levels at the club when it opened levels fell. To encourage more families to make use of the service a number of changes were made. The club now runs regular arts activities. Each term is broken down and themes planned to run for periods of three to four weeks. Each block of time has a different theme, linked to festivals, seasons and key events. A range of activities is planned linked to the theme which include art activities, ICT, research and special menus. There is a regular homework club and regular healthy eating focus weeks. The long established Junior Youth Service (JYS) after-school club is now led by two of the Teaching Assistants from the school. The school has worked for a number of years to improve the links between school-based provision and JYS after-school club provision. Following the opening of a similar club at a local school, attendance at the club fell significantly. Historically only 15%-20% of the children attending the club were from Mowlem with the remainder being from other local schools. A priority has been to increase the percentage of Mowlem children at the club and to link all activities so children attend the after-school club before and after all school-based sessions. The acting workers in charge have implemented significant developments over the past six months. The programme of activities has been extended with a particular focus on art and craft activities. The homework club makes use of the school ICT suite and a number of projects, including a Microsoft Publisher programme, have been run. The environment has also been developed to established distinct activity areas including a ‘chill out zone’ and ICT area. To improve awareness of the services and activities that the club offers a regular newsletter is sent out and activities and events publicised within the school. Children were asked to make suggestions about the type of developments that they would like to see at the club as part of circle time sessions. In response to these a DVD night is now held on Fridays, there is increased use of the main playground for bikes and use of the Outdoor Play area that has sand, water, tabletop games and big construction. The small playground to the rear of the annexe building has been developed with playground markings being added and basketball nets and a playhouse installed. A chill out area has been added inside, books updated and magazines bought. Through involvement in the School Sports Co-ordinator Programme for the past eighteen months the school has been able to offer six week blocks of a range of sporting activities. The activities have been targeted at particular groups with a particular aim of increasing physical activity amongst girls. To date we have run blocks of coaching in volleyball, basketball, self-defence, tag rugby and Bollywood dancing. We are currently monitoring registers of attendance to see which activities were well attended by the target groups, and where there is a need to offer alternatives in the future. The work that has been undertaken over the last year has ensured a more cohesive approach to provision before, during and after the school day. All activities are clearly timetabled to maximise opportunities for children to access and broad and balanced programme. All OoSHL activities are linked to the after-school club, with children attending before and after all school based sessions. Over 85% of the children attending the after-school club are from Mowlem and attendance at the club has risen by 300%. The range of activities offered at the club has been extended and the quality of provision improved. The range of school-based activities has been extended to include regular drama, arts and dance clubs that are offered to and taken up by children from Year 1 upwards. Existing activities have been maintained e.g. booster classes and Easter School, football club. School Sports Co-ordinator programme activities that were popular last year have been re-run this year and further activities will be added in response to feed back from children and parents on the types of activities they would like to be offered. To continue to develop and extend provision a review of Out of School Hours learning will take place as part of the School Self Evaluation process before the end of the academic year. As a result of the findings the programme for the future will be planned in conjunction with all staff involved in the delivering the service to build on the work that has been done over the past year.
Julia Burns Headteacher |
| "Residential Trip " contributed by S. Steventon , Pupil Referral Unit |
| In January 2004 eight pupils and four staff members from Third Base Year 11 offsite referral unit went to Brenscombe Outdoor Activity Centre in Dorset for four days. Young people were given the opportunity to experience new outdoor activities also participate in developing social skills.
"The journey was safe and seemed well organised. Everyone was excited and got along. I enjoyed it. I was very scared when we went abseiling, but everyone encouraged me, and deep down I did want to do it myself I did it in the end. I had a great time doing the High and Low Ropes Course, It was like a big adventure playgroung. This is when you have no choice but to trust your partner. Facilities like the snooker room, tv room and even shower and kitchen facilities were available to use at any time of the day which was great. The people were very nice, they all seemed like big kids really. The night walk was very scary. We bumped into cows, which frightened a few of the boys. The teachers pretended to get lost. But we found the Centre eventually. We walked for at least 4 hours." Kimberley "The journey there was by train and it took about 2-3 hours, but I still enjoyed it because we had games to play to take up the time. The food we ate there was really nice. The accommodation was great. The facilities were alright and the people were really nice. In the evenings we watched videos and dvds, this was nice because there was a fire place and sofas. My favourite activity was on the first night when we went for a night walk. It was really nice and we got lost but eventually found our way. I enjoyed the Ropes course because it was in the middle of the forest and I had never done it before". Shaid
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| "Cookery Club" contributed by Neil Atherton, Bow Boys Secondary School |
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Cookery Club
Dishes prepared and cooked by the students within the five-week programme include spicy chicken, tuna bake, shepherds pie and apple sponge. While the food is being cooked, the students complete written tasks focused on the health and safety issues that have arisen or word searches and menu writing based on the dishes they have produced in that particular session. At the end of the session the students take the food home to enjoy with their families. Rationale Bow School does not have the facilities to offer Food Technology within its Design Technology curriculum. The club was therefore introduced to develop students’ interest in healthy food and cooking at an early age. Staffing and Costs The club is led by two adults other than teachers: Cheryl Paul, the school cook and Cherie Hyde the Media Resource Officer. Cheryl is thus able to bring her culinary skills to the programme while Cherie brings her expertise in design and reproduction of materials, filming and making PowerPoint presentations. The total annual cost for seven programmes of 5 weeks each is £4,030. This includes staffing costs of approximately £3,930 for two staff paid two hours each a week and the cost of ingredients at £100 for the whole year. Outcomes Students learn basic health and safety procedures, the importance of healthy eating and how to cook simple but tasty recipes. Each student leaves the five-week programme with a recipe book of the dishes cooked. Cem, a member of the club, says
Next Steps Bow School is planning to celebrate the achievements of its Cookery Club by holding a Cook-In at the end of the school year with staff invited as guests and students cooking for them. It is also hoped that this year's Cookery Club members will support younger pupils when the club is run out again in the next academic year. For further information please contact Bow School’s OoSHL Co-ordinator Neil Atherton on atherton_neil@yahoo.com
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| "Art Club" contributed by L. Kinsella, Culloden Primary School |
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One initiative that has made a great impact is the Art club. A group of children ranging from Year 2 to 6 have been working together with Alison Corner and Anna Kinsella to create superb artworks, which are displayed around the school.
They have created huge, painted canvases to represent the seasons. There is now a Gallery showing framed portraits, and their current project takes a new direction. "We are learning about recycling in Art Club. Alison has told us to get plastic bags, boxes, and things like that. I feel excited when it is Art Club," says Nayema Akter, aged nine. |
| "Spanish Club" contributed by L. Campian, Lawdale Junior School |
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The Spanish Club has been a great success. Lawdale have been running the Spanish Club since May 2003, as we have been lucky enough to have a member of staff who can speak Spanish and a native Spanish speaker who jointly run the club. The tutor teaches Spanish through a programme that we have devised using CD ROMs and an interactive whiteboard. The programme is linked to the QCA Scheme of Work for Key Stage 2, Modern Foreign Languages The club is open to the children in year 4 and is over subscribed due to its popularity. The children learn through games, song and conversation. They are currently able to talk confidently about how they feel, their families, animals, objects, colours and clothes. Lawdale have also had interest from the BBC, with regards to the Spanish Club. The BBC have developed a Primary Spanish Website and needed to test it before it became available and the children in Spanish Club have been ‘test driving’ some materials that the BBC have developed. The BBC Project producer came in and watched the children, took a video and photos of them during the session to research their materials and look at teaching methods before they made them available on the BBC Website. |
| "Scriptworks" contributed by J. Battersby, Sir John Cass Secondary School |
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This was an eight-week drama project and involved a mixed group of 15-20 pupils from Yrs7, 8 and 9, and took place during the summer term 2004.The project was run in partnership with the Half Moon Youth Theatre Group, who worked with the pupils one afternoon per week after school. Sessions were run as workshops introducing a range of dramatic formats. Throughout the eight weeks the pupils worked on a script outline, developing and extending the story line. They devised a piece of theatre based upon the script they produced and this culminated in a public performance at the Half Moon Theatre during June 2004. Sir John Cass has a strong tradition of Drama from years 7-11 and this project built on the work they already undertook as part of their curricula activities. The additional strength of this project lay in the fact that it brought together different year groups and gave them the opportunity of working with a professional theatre group. It encouraged them to extend and develop their creative skills and to see the finished result of their work as a performance piece. They were involved in the whole production process from script development, through to the finished performance, including the backstage operation. Funding for this came from both the Jack Petchey Foundation and the school’s delegated budget. |
| "Dance Sessions " contributed by S. Bailey, George Green's Secondary School (Mixed) |
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Bakari Baptiste, Omar Awuah and Warren Gordon Scott, who are now at the Sixth Form College at George Green’s School, have been dancing for 5 years. It all started in year 9 during a P.E lesson when they were moved by a performance of professional dancers. They were so inspired that they decided to start their own dance group known as EMP (Electro Magnetic Pulse). Since then they have been inventing their own original dance moves and improving their skills. They have became so passionate about dancing that on signing up to become Millennium Volunteers they decided to deliver a lunchtime dance club for other younger students. These dance sessions become so popular that they now deliver extra sessions out of school hours. "It’s a new experience for younger kids to have fun, get fit and enjoy themselves. It also keeps them off the streets after school."The boys have participated in countless performances including one in front of Prince Philip at Mudchute Farm. Bakari has also appeared in a music video with the R’nB/Garage divas "Misteeq". Bakari says, "I feel proud of myself and the others for doing something that we enjoy and being able to pass that on to others" |
| "Breakfast Club at Harpley" contributed by S. Allen, Harpley School & Inclusion Support Centre |
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Harpley is a special school for students with moderate learning and some associated behavioral difficulties. The age range of our students is 11-16. Breakfast club runs every morning between 8:00- 8:45. This is funded through the Jack Petchey Foundation Ooshl. The school kitchen does not have any cooking facilities on site apart from a microwave (which belongs to Ms Viv), toaster (donated by Ms Sue), fridge (donated by Neil) and a kettle. This limits what we can provide but we do try to give our students a fairly wide choice- consisting of tea, coffee, fresh orange grapefruit, apple juice, a variety of cereals, toast (with jam/marmalade/peanut butter etc), scrambled egg, beans and spaghetti. Our learning mentor Viv Venesiani runs the club along with Nikki Briggs a classroom assistant. Viv does the shopping once a week for the main bulk of items. Fresh bread, milk and eggs are purchased each day. The breakfast club is very popular with students- especially those who are transported to school via the school buses. Many of them start out at around 7:30 and would have no time to have breakfast before leaving home. There are between 16 and 25 pupils who attend each day. We only have a school roll of 40 students so the turn out speaks for itself. We have also found that students who have previously arrived late for school are now making effort to get here in time to have breakfast and sit and chat with their peers before starting the school day. A few members of staff also join the students at breakfast time – for which they should be commended! Comments from students:"I think breakfast club is a great idea. I love food and I particularly enjoy scrambled egg on toast with beans and a cup of tea. It would be nice to be able to have a boiled or fired egg for a change. If I was at home I would have a cup of tea and some biscuits for my breakfast." Samad Miah – Year 11 " I have only just started at Harpley and I come to breakfast club everyday. I like a cup tea and loads of toast (which Miss Viv makes – it’s the best in the world) Other schools charge you for breakfast but at Harpley it’s free which is brilliant." Ricky McMurdie – Year 8 "I come on the school bus and get very excited about being able to come to breakfast club. I like to be able to sit with my friends in the morning and eat my spaghetti on toast with egg. I love apple juice and I always have 2 glasses." Sad Miah- Year 8 "John the bus (our driver) – gets us into school on time for club and he sometimes comes in with us and has a cup of coffee (with 6 grains of sugar) before he goes to his next job. I don’t normally have breakfast in the morning but I always have a slice of toast and a cup of coffee because I have to go to Sue in the school office to have my tablets after I’ve eaten." Mosharef Ali- Year 9 "My name is Shahin Ali and I am in Year 8. I help to put the tables out for Ms Viv and Ms Nikki. I love my beans on toast in the morning and a glass of apple juice. I sit and talk with my friends and I think it is a really nice way to start the day before lessons." "At breakfast club me and Mandy both have scrambled egg of toast and a glass of fresh orange. When we have finished our breakfast we help Ms Viv and Ms Nikki with the washing up." Tessa Bloomberg and Mandy Delahunty "I come to Harpley School on Tuesday and Wednesday only, the other days I go to St Paul’s Way but I absolutely love Harpley and want to come all the time. Breakfast club is great but I wish we could have some sausages, as they are my favourite. Ms Viv said she couldn’t do sausages because we don’t have a cooker in the kitchen. I only have toast and a drink but I do enjoy it." Ryan Steel – Year 7 |
| "Marner gardeners go back to nature" contributed by J. Ljuhar, Marner Primary School |
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Marner primary school’s gardening club has taken root and the children who attend the after school club have really taken to restoring the neglected nature garden at the back of the school. The school composts all its organic waste. Every day the pupils take the waste from the kitchen, office, staff room and their classrooms to the compost. The compost will then be used to improve the soil in the nature garden. When they started their nature adventure, the garden was an overgrown and used as a dumping ground. "The kids have done some amazing things," said the school’s Jasmina Ljuhar, personal social health education coordinator "It was incredible what we managed to dig out. There was half a chest of drawers, cans, car wheels – all sorts. It appears that people would just chuck things over the back of the school." When the children are in the garden, they also use it as a nature class, searching for plants, naming wild flowers and studying trees. Nine year-old Tasmina Khanon said: " I love the gardening club, I like digging the weeds and putting the compost onto the garden." Nahidur Rahman, eight, said: "It is great fun to plant and to see nature." Toslima Begum, also eight said: " I love smelling the flowers and tidying up, removing the sticks and rubbish." Learning through Landscapes which helps make school grounds better places, has selected the school to receive up from up to 20 volunteers who will assist in creating a bog garden and raised beds for the green-fingered children to grow their plants." When finished, the nature garden will be absolutely fabulous," Jasmina said. |
| "Wall to Wall history" contributed by Venesss Chadwick, Swanlea Secondary School (Mixed) |
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Pupils leave their own mark on the story of Spitalfields Pupils at Swanlea Secondary School were commissioned to paint a 200-foot-long mural on the hoarding between the new Spitalfields development at Bishops Square. The 70 GCSE Bethnal Green students’ painting represents the area’s history which has seen and accommodated many cultures, all of which have left their mark. It captures Spitalsfield’s rich history, and the students’ own vision of contemporary life in the area. Archeological finds such as a Roman lady in her lead-lined casket, perhaps one of the most famous discoveries and now housed at the Museum of London, was found at Spitfields. Other discoveries have included 10,000 skeletons and important artifacts, revealing an insight into the life of Londers between the 12th and 15th centuries. Head of Art at Swanlea, Edwina Dennis, added: " It has been a fantastic opportunity for the students to be involved in a community related project which is beneficial to developing their skills while benefiting the community as a whole." Spitalfields Development Group and the Corporation of London commissioned the school to do the mural. SDG chief executive Mike Bear commented: " Spitalfields has a rich history and I am delighted that Swanlea School has produced such a magnificent representation of its past, while Bishops Square, the final phase of a 16-year regeneration programme which represents Spitalfields future, is being built." |
| "Hidden Corners Workshop " contributed by N. Horton , Thomas Buxton Infants |
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Artists Mohammed Fakruzzamman and Jaimini Patel met with the Year 1 class at Thomas Buxton Infant School to introduce themselves and the project.
They spent their afternoon exploring different objects and how we look at them and through them. Using a Dictaphone to record what they saw, the class of five to six year olds looked at their classroom and the objects within it, variously lying down, on their sides, with and without the lights on, up close and at a distance. The children also tried wearing glasses constructed of different materials and described how this affected what they saw. The emphasis on looking was carried further by using reflective and distorting surfaces such as mirrors, spoons, or glasses of water. The pupils were asked to make line drawings of what they saw and the affect these surfaces had on the objects they were looking at. The class then spent the morning in the gallery, where they were introduced to the exhibition and taken around the show. Jaimini and Mohammed selected five works from the Raoul de Keyser exhibition on which to focus their talk about painting and sculpture: Baron in al held-veld; Tornado; Bleu de Ciel; Ground; Zeven Voor Jeanne1. They later split the class into five groups, each selecting a painting to revisit and look at more closely. Pupils were asked to remember as much as possible about the size, shape, colours, and content of the work so that they could then paint it later from memory. The following day the group worked on producing backgrounds using four different colours. With the help of a viewfinder they made themselves, the children selected and focussed on areas of overlapping different coloured card as a starting point for a collage. This was later translated onto calico and hessian, allowing the pupils to experience different painting surfaces. Using felt tip pens, the pupils were encouraged to try different ways of drawing using for example their other hand, elbow, mouth, with their eyes closed and with their hands tied to a partner’s. |
| "Half Moon Young People’s Theatre project" contributed by Sonia Barnes, Mayflower Primary School |
Mayflower Primary SchoolHalf Moon Young People’s Theatre project
Activities included games, storytelling, developing physical, vocal and dramatic techniques, finding roles with the company set up by the children, rehearsal and performance. The project operated from Mayflower’s Top Hall. Staffing and Costs The project was delivered by Jools and Tabby, professional theatre workshop leaders working as facilitators for Half Moon with support from Sonia Barnes, Mayflower’s OoSHL Co-ordinator. The total cost of the project was £1,500 and was funded by a successful bid made by Mayflower to the Big Lottery scheme, Awards for All. Rationale The aims of the project were to improve pupils’ communication skills and their group awareness and understanding, to develop confidence and to raise self-esteem using drama as the principal tool to achieve this. Outcomes Feedback from the children showed that they had enjoyed the sessions and appreciated the approach employed by the facilitators which encouraged the children to participate in all types of decision-making, for example the name of their company itself, the Ha Ha Bonk Theatre Company. The project culminated in a performance of their production entitled The Mini Super Heroes to an audience of parents and carers. Next steps The school is hoping to run a similar project during the current academic year. For further information please contact the school OoSHL co-ordinator, Sonia Barnes, by email at sonia@webmail.mayflower.towerhamlets.sch.uk For more information about Half Moon, visit www.halfmoon.org.uk |
| "Sudoku Club" contributed by Zumon Chowdhury, Stepney Green Secondary School |
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Stepney Green School
Sudoku Club  Case Study Focus Stepney Green launched its Sudoku Club for year 7 students in February 2006. The club runs for 30 minutes every Wednesday lunchtime in one of the maths-ICT rooms. Students with low literacy and numeracy levels were targeted to attend through individual encouragement but the club was also promoted more generally through year assemblies and the student bulletin. The club is currently oversubscribed and students have been placed on a waiting list. The initial session was dedicated to introducing students to the rules of this Japanese numbers and logic puzzle. In subsequent sessions students have been working individually on the puzzles, both hard copies and on-line at www.sudokufun.com and progressing from the simple four by four squares to more complex ones.
Rationale
The school has been developing numeracy across the curriculum. Zumon Chowdhury, an NQT in the Maths Department suggested that a Sudoku Club would be fun way of improving pupils' numeracy skills while providing a useful focus during the lunch break. Staffing and resources The club is run by one paid member of staff, Zumon, with the support of a volunteer, Tanveer Chowdhury, a trainee teacher within the Maths Department. Resources needed are minimal since most materials are accessed on-line. Outcomes
Participation rates are positive, averaging out at 14 students per session. Zumon, the tutor leading the club attributes some of the students' enthusiasm to the fact the club enables them to access the ICT suite. Anamul and Aminul, regular participants in the club, both enjoy the logical challenge presented by Sudoku. Aminul says of Sudoku
It is still early days to measure its impact but the club is expected to help students with logical and deductive thinking and to feel more confident generally with numbers. Next steps
Zumon is planning to introduce other mathematical games and puzzles involving logic such as Countdown and other activities available from MicroSmile. For further information please contact Zumon Chowdhury by email marked for his attention admin@stepneygreen.towerhamlets.sch.uk |
| "Parent/Child Computer Club" contributed by Kieryn McIlveny, St. Mary & St. Michael RC Primary School |
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St. Mary & St. Michael Catholic Primary School
Parent/Child Computer Club
Case Study Focus
Parent/Child Computer Club was launched in January 2006 as the school's first family learning activity. Activities are planned and delivered by Jackie Sherlock, the school's ICT co-ordinator. The club runs on a once weekly basis for an hour and is open to pupils from years 2 to 6 and their families. There are currently spaces for seven children with one adult each. Each session is topic-based. Those covered so far include starting up a computer, using a mouse and toolbars, creating documents and using clipart and pictures and power point presentations. Staffing and Costs
Costs are minimal since the school is simply opening up its ICT suite after-school and relate to paying the tutor one hour a week for running the club. Rationale
Parent/Child Computer Club was introduced to replace a Video Editing Club whose pupil numbers had dropped to a level where it was no longer viable. The school wanted to continue to make use of its ICT facilities after-school and also to encourage parents to get involved in and support their children's learning. Outcomes
Pupil feedback to date has been positive. Children have appreciated the opportunity to access the ICT facilities, to consolidate their learning and show their parents what they have learnt. Parents have also been pleased with the club. 
Next steps St. Mary & St. Michael is hoping to extend the club into the summer term and offer additional sessions so that KS1 and KS2 pupils can be catered for separately. The school is also considering introducing other family learning activities. For further information please contact the school OoSHL Co-ordinator, Kieryn McIlveny by email marked for her attention at admin@st-marymichael.towerhamlets.sch.uk |
| "A Pupil's and Parents' Perspective" contributed by Rebecca Dolamore, St. Agnes Primary School |
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St. Agnes' Primary School
A Pupil's and Parents' Perspective
Case Study Focus - Joanna Daba
Joanna, a year 5 pupil at St. Agnes' participates fully in all aspects of school life including the after-school clubs. Joanna's family is from Ethiopia and she speaks Amheric as her first language. Joanna joined St. Agnes in Reception. She was recognised as the St. Agnes' Pupil of the Year while in Year 2 and her attendance has been excellent throughout her time at the school. Joanna is currently a member if Ready Steady Cook, Art and ICT and in previous years she has attended Guitar Club and Computer Club. Outside of school Joanna worships and attends Sunday school at the Ethiopian Christian Fellowship Church.
What Joanna says about OoSHL
“Even though I like going home quickly, I want to stay after school because I get to learn new skills and meet with my friends. I like the clubs because I get to meet other teachers that haven’t taught me and learn about a variety of things and find a skill in me that I never knew was there.” What Joanna's parents think about OoSHL
Joanna's mum and dad believe the after-school clubs provided at St. Agnes' are important because of the opportunity they present for Joanna to learn new skills. They do not have to encourage Joanna to participate because she is keen to do so. They feel that Joanna benefits from the contact with other teachers in the school and from the variety in activities and tasks she engages in through the OoSHL programme. Next steps Joanna is looking forward to moving up into year 6 where she will have the opportunity to work with younger pupils in the role of peer mentor. For further information about the OoSHL programme at St. Agnes' please contact the school OoSHL co-ordinator Rebecca Dolamore at St. Agnes School by email marked for her attention admin@st-agnes.towerhamlets.sch.uk |
| "Grid Club" contributed by Unknown, Smithy Primary School |
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Smithy Street Primary School
Grid Club  What is Grid Club?
Grid Club is a DFES sponsored and BECTA approved website for 7-11 year old children that has been designed by leading edge creative designers working with teachers and young people. It features over 500 award winning online learning activities, structured games and teacher resources and materials. Children learn through a highly visual and motivating experience. The activities are suited to a wide range of learning needs, encouraging and supporting both autonomous and collaborative learning. Case Study
Bridget Troon, OoSHL Co-ordinator at Smithy Street trialled the website with her own year 4 class. The pupils' response was so positive that Bridget decided to buy a whole school subscription allowing unlimited use by all pupils in curriculum tine, after-school and at home. Grid Club was introduced into Smithy Street's OoSHL programme in January 2006. The club runs from 3.30 to 4.30 every Wednesday and is open to pupils from years 3 to 5. Grid Club sessions at Smithy Street normally start off with a whole-group activity with the tutors setting up and demonstrating the activities and games pupils will then go on to individually on the interactive whiteboard. Bridget and Theresa chose topics from a wide subject-based menu that relate to work that children undertake in lesson time.
All the Grid Club activities have been a hit with Smithy Street pupils as they are animated, exciting and fun. A popular activity is Mathmobile Mayhem; the children are calculating math questions while driving around a race track.
Staffing and resources
The Smithy Street club is run by two tutors in the ICT suite and has capacity for 30 pupils. The subscription for whole school use is £500. This has proved good value for money as the school has made full use of the site in curriculum and OoSHL time and pupils have been able to access the website at home too using a school password and username. Outcomes
The online resources are a fun and motivating way to introduce new topics or consolidate previous learning that has taken place in curriculum time. Children in the club are very enthusiastic and focused throughout the sessions
Next steps Pupils in the club are beginning to introduce younger children to the site through buddy work in curriculum time. For more information contact Grid Club at info@gridlearning.com or go online at www.gridclub.com |
| "DigiSmart Club" contributed by Mark Ebden, Shapla Primary School |
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Shapla Primary School - DigiSmart Club Rationale for introducing DigiSmart
DigiSmart is a study support initiative making a targeted intervention for an identified group of under-achieving children, helping them to experience a powerful sense of success as they come towards transition from the primary phase. It aims to develop children's ICT and literacy skills, particularly those related to use of the internet, and more specifically to boost their confidence and self-esteem through activities such as searching for information online; making and delivering PowerPoint presentations; self assessment and evaluation. 
In June 2005 Shapla and two other primary schools were invited to participate in the Tower Hamlets pilot of the DigiSmart programme during 2005/2006.
Shapla had a history of running ICT after-school clubs and felt that its year 5 pupils would benefit from the different and more structured approach of the DigiSmart programme.
Case Study Shapla identified the 12 year 5 students that they thought would benefit the most from a boost to their literacy, oracy and self-confidence. The school also decided that the sessions would start during curriculum time at 3.00 p.m. and finish at 4.30, to allow children to attend Islamic classes at the mosque. The DigiSmart programme was delivered over two terms of nine sessions each lasting 90 minutes. Pupils had their own password allowing them to log in and work on-line through the tasks and resources for each session. On-line resources were supported by individual pupil workbooks.
Children had clear targets for each session and they recorded their achievements on a weekly basis in their workbooks, negotiating the level of support they have needed to achieve the targets with staff before entering and signing off their achievements. At the end of the programme children were assessed as to whether or not they were 'DigiSmart'. At the end of the year they will also receive their presentations on a special DigiSmart disk, as well as certificates and badges and be invited to attend a special event.
Mark Ebden, OoSHL co-ordinator at Shapla and one of the three school staff supporting the children in the project describes the DigiSmart programme as
Staffing and Costs
In order for previously under-achieving children to achieve sustained levels of success, DigiSmart is designed to have a high staff-pupil ratio with three adults working with a group of 12 students. In addition to paying staff for the weekly sessions of 1.5 hours, the school has also released staff delivering the club to attend two Staff Development days, one each at the beginning of the Autumn and Spring terms. Some of these costs have been offset by a one-off grant of £1,000 from Tower Hamlets local authority to support each school delivering the programme. Outcomes
The children are all very positive about the club. Kamil said he
While researching his presentation on being King for a day, Juned was surprised to find out that
Mark Ebden believes that in addition to improvements to attainment in ICT, the children involved are generally more confident and able to take on responsibilities within the school. One particularly shy child, who found his first PowerPoint presentation very difficult, had by his second presentation, become more fluent and able to speak louder to his audience. The school hopes that this increased self-esteem will support achievement for these pupils.
Next steps
In the summer term the children will work as peer mentors sharing their skills with year 2 pupils. Beyond this, Shapla is hoping to run the project again in the next academic year. For further information please contact the school OoSHL co-ordinator Mark Ebden by email at mark@shapla.towerhamlets.sch.uk or, for more information about the DigiSmart programme, contact Jane Mitra at info@digismart.net |
| "Intergenerational Learning: The Making History Project " contributed by Nathan Firth, Oaklands Secondary School |
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Ragged School Museum
Intergenerational Learning: The Making History Project  The Making History Project and the Neighbourhood Renewal Fund
Making History was funded from the Neighbourhood Renewal Fund (NRF) through the Council's Local Strategic Partnership. It was part of a programme of out of school hours activities delivered between January 2005 and April 2006 by different organisations, many based community-based, in partnership with schools. The programme was designed to involve young people aged 11 to 16 in additional learning opportunities and to raise achievement at KS3 and KS4 Aims of the Making History project :
Delivery of the project
During the Spring term of 2006 two groups of KS3 students from Bethnal Green Technology College and Oaklands Secondary School worked collaboratively with museum staff, volunteers and professional film makers to research, design, direct and produce two short films about the social history of Tower Hamlets. Of the six sessions, some were delivered on school premises, others were held at the Ragged School Museum itself. Outcomes
During each of the six 90 minute session participants focussed on particular aspects of the film making process. This included historical research as well as interview technniques and sound, camera and editing techniqes. The participants compiled a series of questions for and then interviewed, older museum volunteers about their experience of growing up in East London to form the basis for their film. The outcome is a sensitive and thought provoking portrait of a rapidly changing part of London. The film outcome will become a useful resource that interprets the Tower Hamlets 'Journey Through Time' Gallery in a way that appeals to younger audiences. Through a process of ongoing evaluation, oriented toward 'emotions based' learning outcomes - e.g. confidence and self-esteem, working co-operatively, personal responsibility and motivation - the project was built and delivered on the basis of relationship building and empathy.
The project included staff training for film production so that staff at the Ragged School Museum will be able to initiate in-house film and media based projects targeted at children and young adults within Tower Hamlets.
For further information about the project and the museum itself, contact Nathan Firth on 020 8980 6405 or at nathan@raggedschoolmuseum.org.uk |
| "Poplar Partnership EiC Action Zone - Cineclub" contributed by Rachel Thomas, Bygrove Primary School |
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Poplar Partnership EiC Action Zone - Cineclub
About the Poplar Partnership
Poplar Partnership EiC Action Zone is made up of six schools: Bygrove, Culloden, Lansbury Lawrence, Manorfield and Mayflower primaries and Langdon Park Secondary. The Zone's priorities focus on supporting children in transition from primary to secondary phase and increasing parental involvement in school life through a range of initiatives. Contextual data indicates that in socio-economic terms children and young people in Poplar face significant social barriers to educational achievement: higher numbers of pupils than the borough average receiving free school meals and with Special Educational Needs; poor housing conditions locally along with high levels of unemployment. Rationale
'Cineclub', an after school film making programme, was established in September 2004 as a cross Zone project to support transition through bringing together children from different primary schools with secondary students. It was intended to be an activity that would be motivating - allowing children to work in relatively small groups with high adult to pupil ratios. It would also give secondary students mentoring opportunities with younger primary children. Cineclub bought into the expertise of the London based Cineclub organisation with provision of camera equipment and training to support young filmmakers in schools and the opportunity to screen films both at the National Film Theatre and locally at Stratford Picturehouse.
Delivery
Two clubs were set up within the partnership bringing together children from primary Years 5 / 6 and students from secondary Year 7. Each club originally had 15 members and was led by a classroom assistant from the host school along with the Zone's Enrichment Co-ordinator. The challenge for each group was to produce two original films: one during the autumn term, the other over spring / summer terms, all to be no longer than 4 minutes and to include a homage to a well-known film. The plan for the first year was for these adults to work alongside professional filmmakers as training for leading the club themselves from year two. This created an interesting dynamic of adults learning new skills alongside children and contributed to a positive environment for working collaboratively as a film crew.
The groups met once a week - twelve weeks a term - and children devised their own stories, learnt to operate the camera, act, direct and edit their movies. They watched film clips and learnt to analyse and identify (even re-create) some scenes / camera shots / film styles. Each child was given a notebook to keep with them to note down interesting film clips they'd seen or ideas for their own movie making.
Outcomes
Attendance at sessions was impressive: very few children missed a session (often a problem with other after school clubs) and the first term saw the production of two short films that received a premiere at the National Film Theatre. Children invited family and friends to this and free coach travel was offered to encourage as many parents / carers as possible to come along. This proved to be really successful: over 60 family and friends attended the South Bank screening and were thrilled to see their children's work on the big screen! Changes
The first year programme was monitored and evaluated by the Zone Co-ordinator and informed phase two that saw adults in school planning and leading the weekly sessions themselves. Being part of a partnership made it relatively straightforward for school staff and Zone Co-ordinator to meet and plan the new programme together, including joint activities like film screenings and movie quiz nights that brought both clubs together. From year two a smaller, more manageable, number of children were involved in the project; 10 in each group. About half were original members who were invited to continue as 'peer mentors' for new younger members, a role they have taken very seriously. This has created the potential for a rolling programme of younger children feeding into the project, learning alongside peer mentors, and after a year's training becoming a mentor themselves for new members.
Highlights
Highlights of the project so far has to be first and second place awards given to our clubs latest films at the National Film Theatre in February! Our first place film, Cinderfella, will now go forward to represent East London in a London-wide competition later in the year, (featured on Cineclub website) and the source of great pride for many Poplar families. Student voice
Included below are quotes from two of the children regarding their involvement in the Cineclub project
Future developments
Our peer mentors have also received their first film commission - from the Livesey Museum for Children in South London - to make a short film that will be featured throughout the Museum's new exhibition 'Patterns' from October. Both the host schools have been able to develop their own film making skills to support a range of school projects / events. The children's dedication - and the support given by school staff - has allowed this project to develop in lots of really exciting ways, and this has been of great interest to the Cineclub organisation themselves. They will soon be making a short documentary film featuring the Poplar Partnership groups and this will be documented on their web site www.cineclub.org.uk
For further information, please contact Rachel Thomas Poplar Partnership Enrichment Co-ordinator on rachelthomas@poplarpartnership.org.uk
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| "Ki Bon Do Club" contributed by Mary Aldred, Ben Jonson Primary School |
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Ben Jonson Primary School Ki Bon Do Club
Students do not wear any special Ki Bon Do clothing as the cost is prohibitive for both the school and students' families. Instead students have agreed amongst themselves to have a club identity of white polo tops and blue jogging bottoms. All members wear their Ki Bon Do belts, which are ‘earned' and then provided by the club, as a visual demonstration of their level. Staffing and Costs External tutor Malcolm Watson is a trained and qualified instructor with CRB clearance and belongs to the Independent Ki Bon Do Association. He has an excellent rapport with the pupils who both like and respect him. At a cost of £35 for the weekly 1.5 hour session, the club is excellent value for money. The club's budget includes £30 which is spent on belts and medals. Rationale Pupils themselves had requested a martial arts activity. The school felt that the physical exercise and discipline involved made Ki Bon Do a good addition to its OoSHL programme. It is a good way for children to channel energies and release tensions in a positive and productive way. Outcomes Benefits for the children in the club include faster reflexes, and greater agility, flexibility and strength, as well as a sense of pride in their identity as club members. The group gave an impressive demonstration of their skills at a school assembly. Initial giggles from the younger children in the audience soon gave way to silent admiration as the group went through a display of high-kicks, blocks and punches. The club also gives children an insight into some elements of Korean culture and language; children can count to 10 and have learnt to recognise and use the Korean words for Ki Bon Do movements. Their learning has also been assessed and accredited by an external examiner from the Independent Ki Bon Do Association. Twice a year, grading assessments lead to presentations of white belts, yellow tags, and yellow belts, according to level. Certificates and medals are presented at the year end. Pupils in the club are really positive about the skills they have acquired. Below are some quotes from club members:
Next steps Ben Jonson is hoping to open up the club to year 4 pupils during the second half of the current school year. There is also a move to encourage more girls to participate. For further information please contact the school OoSHL co-ordinator Mary Aldred by email at aldred.ben-jonson.tower-hamlets@lgfl.net |
| "Mulberry Youth Conference" contributed by Brandon Block, Mulberry Girl's Secondary School |
Mulberry School for GirlsMulberry Youth Conference
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| "Japanese Club " contributed by Laura Barnett, Bethnal Green Technology College |
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Japanese Club |
Art club at Bow has thrived through boys visiting every week and taking the opportunity to work in the relaxed atmosphere of the art room. Bow is a multicultural school with 65% of boys on free meals and this diversity is reflected in our membership with an average attendance of around 10 members on any evening. Members fall into two main groups: those looking for a relaxed, friendly and supportive environment after school; and boys who know they love art, and are keen to channel their creativity and learn new skills.
Bow School introduced Cookery Club for its year 7 students onto its Jack Petchey Funded OoSHL Programme in November 2005. The club runs once a week from 4.00p.m.
Mayflower School in partnership with Half Moon Young People’s Theatre ran a 7-week story-telling and creative drama project culminating in a performance during the Spring term 2005. The project was open to children in key stages one and two on first come first served basis.
After-school Ki Bon Do, a Korean martial art, was originally launched at Ben Jonson in December 2004 after two taster sessions to establish the level of interest. The club was originally targeted at years 5 and 6. It operates on a weekly basis from 4.00 to 5.30 on Thursdays and has been funded through an Ocean NDC OoSHL grant since September 2005. The school hall is used as the venue for the club with pupils taking responsibility for ensuring the space is clear and clean before the session starts. 