69a learning journey

8/8/2019 69A Learning Journey

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Learning journeysM

ovingtowardsdesigns

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learningspaces

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twotruthsandasuggestion

1 New ways of learning dictate a second generation

of school design replacing cells and bells

with collaborative learning studios

This report from Isis is a useful contribution to the quiet and though

revolution taking place in our learning spaces. Teachers and learne

creating spaces in their schools that go beyond and add to the trad

classroom. A better understanding of the needs of a variety of teac

learning styles is the driver of changes large and small.

Re-thinking education space has profound learning outcomes. Pro

understanding how learning spaces are changing is vital to our teac

profession. As Kenn Fisher identifies, the pedagogy of space is ke

continuing to make learning relevant, fun and comfortable. Frankly,

old schools will not properly serve the needs of a 21st century cur

or fast-changing learning technologies.

From Reggio Emilia in Italy to Maidstone in Kent, educators and de

are working together to unlock the real potential of our school build

Ty Goddard

British Council for School Environments

Forward


2/19

Lifeislikeridingabicycle.

Tokeepyourbalanceyou

mustkeepmoving.

AlbertEinstein

Lavie,c'estcomme

un

ilfautavancerpour

ne

perdrel'quilibre.


3/19

2

The country is in the midst of a massive programme that could truly

transform education.As part of this agenda, people, organisations and who

communities are looking at the buildings in which learning takes place; the int

has an inevitable effect on how successful these buildings will be.

The University of Warwicks CETL2 has done away with tables (they have a sin

large horizontal surface on which to work, and its called the floor see page

Some new academies, on the other hand, have retained 1200mm x 600mm

rectangular tables each accommodating two students, and arranged these in

facing the front and in individual 56m2 classrooms.

The extent to which schools will adopt one extreme or the other (or somewhe

between) is a judgement each has to make individually. This booklet does not

advocate one over the other, it simply documents some of the current thinking

research and opinion so that these judgements become informed ones. We m

no apology, however, for looking at moving forward towards a second, inspirin

generation of learning environments.

Most of us went to dodgy,ugly schools, and it fires you up to think:

What if schools were inspiring?What if schools were what theyare not? What if they werent rubbish?

Thomas Heatherwick, Educational Architect

2 Centres for Excellence in Teaching and Learning funded by the Higher Education Funding Council for England.

Warwicks CETL is called The Reinvention Centre

Preface


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4

There is a revolution in the classroom of St Trinians scale. Building Schools for the

Future (started in 2005 with the aim of rebuilding or refurbishing every secondary school by

2020), together with the earlier City Technology Colleges and Academies programmes, has

re-ignited the debate in the UK about how schools should be designed. But while there is a

growing acceptance that we should not simply be building new old schools, how these

learning environments will manifest themselves remains very much to be seen.

In 2004 CABE3 and RIBA4 commissioned Professor Stephen Heppell (then of Ultralab,

Anglia Ruskin Universitys learning, technology and research centre) to conduct a research

project entitled Building Learning Futures.The results made grim reading: Many of the

schools that are being built, he concluded, are unsuited to the changing future pedagogy,

curriculum and learner expectations that we can already anticipate. They remain corridors

lined with classrooms, that, apart from the materials used and superficial styling employed,

simply reflect the teacher-at-the-front chalk and talk, didactic classrooms which have

remained, for the most part, unchanged since the Victorian schools that were built following

the first education act of 1870.

But society has moved on from the largely agricultural and manufacturing economy of the

last centuries to the information age, so it would be natural to conclude that what

students are taught and the environments they are taught in, should be different too.

He showsgreat originalitywhich must be

curbed at all

costs!From Peter Ustinovsschool report

Cells and bells? Primroseby Seymour Harr

3 Commission for Architecture and the Built Environment4 Royal Institute of British Architects

?


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6

As designers, questioning and challenging the status quo is the very stuff of our

profession. We thrive on the notion that if you always do what youve always done,

youll always get what youve always got5. But design is only one discipline that contributes

to, and therefore influences the process of creating the physical setting of a school.

Research conducted in New Zealand by ACNielsen6 questioning perceptions about how

the teaching environment affected the learning outcome, clearly demonstrated a link

between the physical space and its effectiveness in supporting education. Every principal

who took part, as well as 93% of teachers and 81% of pupils, believed the environment

had an effect. But when BCSE 7 looked at how well the school environment actually w

in the UK (May 2007), almost a third of all teachers (32%) said it prevented them from

teaching effectively.

In this booklet, we intentionally pose more questions than present answers. Our aim i

engage with teachers, builders, architects and cost consultants; in fact anyone involve

education, seeking to ensure the physical environment within a school truly supports

delivery of learning outcomes. Well present ideas too tangible pragmatic proposals

how these issues may be addressed in todays classrooms.

5 American life coach, writer and professional speaker Anthony J Mahavorick (pen name Anthony Robbins)6 Best Practice in School Design, ACNielsen, 2004 New Zealand7 British Council for School Environments

0 20% 40%-20% 60% 80% 100%

Teachers (n=139)

Students (n=263)

Principals (n=14)

Best Practice in School Design reportACNielsen

Respondents were asked: does the teaching environment affect the learning outcome?

Dont know/not answered

None at all

Limited extent/not very much impact

Some extent/impact

reasonable extent/quite a lot

Major extent/a lot


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8

For as long as there has been a formal education programme, people ha

questioned how and what we learn. How? In 1916 John Dewey commented

Nature has not adapted the young animal to the narrow desk, the crowded

curriculum, the silent absorption of facts. And what? John Holt commented,

Since we cant know what knowledge will be most needed in the future, it is

senseless to try to teach it in advance8. This viewpoint was echoed by Richard R

US Secretary of Education (1993-2001), when he predicted that the top ten

in demand jobs in 2010 didnt exist in 2004 so were preparing students for j

that dont exist yet, using technology that hasnt yet been invented, in order to so

problems that we dont even know are problems yet 9. It is increasingly importan

therefore, that we dont simply instil facts in children, but instead help them devel

strategies to learn. The fact that the Danes only have one word, lrer, for both

learning and teaching, perfectly illustrates this subtle shift in emphasis.

8 John Holt, 1964. The quotation continues: Instead, we should try to turn out people who love learning so much a

so well that they will be able to learn whatever needs to be learned.9 Microsoft Building Schools for the Future Conference 2007 held at the British Library, London 15th June 2007

Sung by Louis Armstrong

ABC Records 1967. Written by Bob Thiele, George David Weiss & George Douglas

Truth one The space should reflect the pedagogy


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10

Truth one The space should reflect the pedagogy

The traditional classroom design teacher at the front (the sage on the stage)

serried rows of rectangular tables accommodating fidgety pupils facing him

or her, remains schools primary building block. It bears more than a passing

resemblance to the church architecture (including, in many instances, tall arche

windows) on which it was based. While it is clearly ideal in supporting simple

lecture-style instruction, is okay for independent individual study and not bad fo

accommodating student presentation (although its formality does little to promo

any interaction) everything else it does, it does with a degree of compromise.

But there are numerous other pedagogies that have a place in todays

classroom. If we are to enable pupils to develop appropriate skills for the mode

world, schooling must embrace all sorts of other strategies, such as collaborati

and negotiation, and this should surely be supported by, rather than being in s

of, the physical setting of our schools. On top of this is an increasingly accepte

move towards presenting lessons so they support the different learning

preferences of individual students.

Dont giveme a book Miss,

Im a kinaesthetic

learner.Boy quoted by Professor Guy Claxton,during his keynote address at SETT05

University of Warwick Reinventio

by John Viner AssociatesPresident Kennedy

Humanities College


8/19

12

10 Campfires in Cyberspace: Primordial Metaphors for Learning in the 21st Century, David D Thornburg, PhD, January 199611 Fielding/Nair International http://www.fieldingnair.com

4 Peer tutoring

5 Team collaborative work ingroups of two-six students

6 One-on-one learning withthe teacher

7 Project-based learning

8 Technology-based learning withmobile computers

9 Distance learning

10 Research via the Internet withwireless networking

11 Performance-based learning

12 Seminar-style instruction

13 Hands-on project-based learning

14 Naturalist learning

15 Social/emotional learning

16 Art-based learning

17 Storytelling (floor seating)

18 Team teaching

Educationalist, David Thornburg differentiated the ways students learn by using the

metaphors campfire, watering holeand cave. The learning community of the campfire

brought us in contact with experts, and that of the watering hole brought us in contact with

peers. There is one other primordial learning environment of great importance: the cave

where we came in contact with ourselves. 10

This concept has been expanded by American education consultants Randolph Fielding

and Prakash Nair11 who claim that there are 18 different learning modalities [sic], of which

they believe only the first two or three are supported in a traditional classroom model:

Truth one The space should reflect the pedagogyThe space should reflect the pedagogy Truth one

Ind

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watering holeatering hole

caveave


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14

They, as has Kenn Fisher12, proposed different environments to support different

learning styles. Recognising the relevance of this, Partnerships for Schools, the

body charged with delivering the BSF programme, now requires within its BSF

policy guideline, that teaching spaces can be adapted to different models of

curriculum delivery 13.

In some respects, none of this is new. It has long been recognised that specific

spaces need to be created for specific activities its just that these have typically

been reflected solely in practical physical requirements, such as laboratories,

workshops and sports facilities. So to put Fielding & Nairs observations into the

context of a typical British school, the traditional classroom falls down only in

respect of those aspects not covered elsewhere within the campus. If we accept

that there will always be specialist teaching areas, we now consider a generalKey

Stage 3/Key Stage 4 teaching space should be able to support ten learning styles,

of which five (below) are, to a lesser or greater extent, accommodated within many

traditional classrooms:

12 Research Fellow at University of South Australias School of Education Rubida http://www.rubida.net

http://www.sofweb.vic.edu.au/knowledgebank/pdfs//linking_pedagogy_and_space.pdf13 Partnerships for Schools, Building Schools for the Future Local Authority education vision policy guidelines for wave 2,

November 2004

Individual/independent studywith or without IT

One-to-one tutorial

Examination/test

Formal lectureswhole-class teaching

Presentation by students

1

2

3

4

5

6 Collaboration withstructured groups of two-six

7 Seminar/discussion

8 Student/other performance

9 Hands-on experimentation/experience

10 Shared learning with peers

Not withstanding the fact that traditional classrooms can be improved, they hav

completely prevented teachers from imparting knowledge and inspiring the des

learn! If they had, there would have been no Stephen Hawking nor Harold Pinte

alone millions of well-educated, rounded individuals, many of whom contributed

the creation of the information age. (Harold Pinter, incidentally, attended Hackne

Downs School, later claimed to be one of the worst schools in the country 14, an

which, whilst in Special Measures, was closed to make way for Mossbourne

Community Academy.)

We are proposing, however, that if we make subtle changes, concentrating on

five learning styles (below) we consider to be less well supported, well have a g

effect on progressing classroom design.

14 The Guardian. Friday 23 February 2007

Truth one The space should reflect the pedagogyThe space should reflect the pedagogy Truth one


10/19

Caravans pack quite a punch

when it comes to dual use of furniture.

16

For todays teachers, creating appropriate environments to support diff

learning styles within the four walls of a classroom is difficult when all

youve got is 30 polypropylene chairs and 15 rectangular tables. Trapez

ones purportedly offer a degree of flexibility, although I remember someone, wh

faced with a meeting room and half a dozen such tables, likening the challenge

creating a horseshoe out of them to something off the Krypton Factor.

Commonsense tells us that a simple solution is the utilisation of furniture that c

be used in a number of different ways. A trip around any education exhibition,

as BETT or The Education Show, will demonstrate that there are countless fold

solutions for example, dining tables with integrated seats that can be folded t

side of a hall, allowing the space to be used for something else once the lunch

dishes have been cleared away. A darling of Orgatec 15 in 2004 was Seattable

single product that can be used either as a seat or a table, meaning an audienc

200 can be accommodated on the same items of furniture as 100 exam stude

(The solution has not been adopted to the extent one might have expected tho

as its large footprint means youll probably only get 180 chairs in a space requ

200.) There are tables that tip that may be used to define spaces when theyre

being used for writing, and those that fold computer monitors into the worksur

so that the same space can be used for IT and non-IT use. But despite the

availability of such solutions, a 1200mm x 600mm crush-bent, steel-framed tab

and a couple of polypropylene chairs often remains the default furnishing solut

15 The biannual international furniture fair held in Cologne

Truth two Flexible furniture, flexible space

Isthata

sofa&table?

Adouble

bed?

Orastora

ge

chest?


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18

When Shin and Tomoko Azumi were researching classroom management as part of their

award-winning submission to the DfES and Design Council 16, they noticed that the

teachers were like performers, bringing entertainment into the classroom to try to maintain

pupils attention. Their design submission, Orbital, shown right, is intuitively mobile,

enabling students to move both their bodies and their desks, an observation that was the

inspiration of the much imitated concept of 360 learning.

16 Orbital workstation with Keen for DfES/Design Council Furniture for the Future competition 2002

Flexible furniture, flexible space Truth two Truth two Flexible furniture, flexible space

The teacherswere like performers,

bringing entertainmentinto the classroom

to try to maintain

pupils attention.

Shin Azumi


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20


An important lesson learnt early on in

the development of furniture solutions for

offices was that to achieve maximum

flexibility, you needed the minimum number

of different components.When, in the 1980s, systems office

furniture manufacturers boasted countless

possible permutations and combinations,

Facilities Managers soon realised that in

order to avoid store rooms full to brimming

with redundant product after an office

layout change, they had to restrict their

product specification to a few well-chosen

components, rather than a little of

everything. A mistake would be to adopt

a similar child-in-a-sweetshop syndrome

with schools. Enormous care must

therefore be taken in determining an

appropriate kit of parts.

(an example is shown on page 32-34)

Hellerup Skole (School) to the north of Copenhagen is perhaps the best known

example of where this flexibility has been extended from just furniture to the sp

itself. This stems from the recognition that in order to make available a space th

supports the pedagogical approach employed at a particular moment requires

acceptance that you wont necessarily remain within the four walls of the classr

Hellerup is designed around nine home bases, each supporting between 75 an

100 pupils, and from these zones, students move to areas that support the

curriculum and selected teaching style for that lesson. A timetabling nightmare

may think, but this is avoided by a flexible approach in space demarcation from

staff. One problem with David Thornburgs campfire, watering hole and cave

metaphors mentioned before is that because they are place-names they freque

lead to distinct places being created for each, ignoring opportunities for the

same place to be used in different ways. As an example, a meeting table in a q

corner could be a perfect cave. It could also be somewhere that two students

collaborate thus a watering hole. For a small group (a very small group admitt

it could even be a campfire.


13/19

W

henSiemensplcrelocateditsheadquarters restaurantin1999

andincorporatedacappuccinob

ar, itsawa46%reductioninb

ookingsofitscentralisedmeetingroomsuite. Thatsbecause

informalmeetingscouldnow takeplaceoveracoffee

.

22

Having been heavily involved in the 1990s with changes to office planning

methodologies, we see enormous similarities in the developments in classroom

design, most prominently, those instigated then, by Frank Duffy 17, which also led

to a new vocabulary: hot-desking, hotelling and rightspace. Then it was spiralling

rents and increasing pressures for businesses to be lean that pushed designers and

architects to look at ways to reduce floorspace through dual use. Now, its not the

requirement to increase efficiency that is driving schools to look at dual use, but the

pragmatic consequence of seeking to provide different learning spaces within a fixed

envelope of space18. Its important though, now as then, that the vocabulary

becomes an intrinsic part of change management.

17 Architect Dr Francis Duffy CBE co-founder of international architecture and consultancy practice, DEGW, where he became known

for developing office-planning practices promoting the flexible use of space enabling, as he saw it, clients to make more efficient, more

effective, and more expressive use of [the] workspace18 BB82 gives a minimum area of 56m 2 for a general classroom accommodating 30 pupils + 8-11% float

As most spaces within a school will be

subject to a documented timetable, this

is our first descriptor timetabled

space. Then, taking it as read that its

inappropriate to have different defined

areas for each learning style (even if we

had the space!), it remains important to

be able to break learning time down into periods with a different tempo in orde

to meet the unscheduled aspects of a typical lesson. Non-timetabled areas adj

to timetabled spaces provide opportunities to break out, thus the second desc

democratic space. Finally social space areas in which students are free

roam, and potentially the greatest facilitator of social and emotional learning.

All of these spaces should accommodate more than one teaching style, and

between them accommodate all the styles that are required (we use a simple

matrix to cross-check this).


Large Learning Base

Small Learning Base

Core Zone

Exploration Zone

Indi

Onetoone

Sharedlearningpeertope

Formallectures

Studentpresentation

Collaboration

Seminardiscussion

Performance

Handsonexperim

entation

Examination/test

The areas considered relplan on page 30


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24

19 The Reinvention Centre for Undergraduate Research Two-year evaluation July 2007

...and a suggestion The concept of the Learning Stud

and now the suggestion... The concept of the Learning StudioOnce you start to blur these boundaries between the formal and informal,

individual and group, the natural consequence is a learning studio, accommod

a number of classes (as does the example shown on page 30). Chris Gerry from

Cornwallis School in Maidstone (now Cornwallis Academy) has done this with New Li

Learning an open plan space that relies on earned autonomy. The environment cre

there has no walls between different learning spaces, although tiered stepseats give

space a sense of scale. Students self-police the room, showing a respect not neces

seen elsewhere. For example, they happily remove their shoes when they enter it, in t

same way that countless primary school children, as well as pupils of all ages inScandinavia and Canada, change into indoor shoes after break. We wanted to do th

Warwick], said Professor Mike Neary, now at the University of Lincoln, who was

responsible for commissioning Warwicks CETL. It has a great levelling effect.

It is important, however, that these projects are born out of clear pedagogic goals

rather than simply the desire for innovation. Questioning neoliberal education policies,

Warwick see their students as producers where by connecting research and

teaching, undergraduate students become productive collaborators in the research

culture of the department. 19


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26

Both The Marches School

Oswestry and the London

School of Economics & Po

Science are two establishm

that have proved youre no

reliant on a new build to cr

these spaces. Whilst LSE

created a suite of rooms within their existing property portfolio, Marches simply remov

the walls between existing classrooms to create an ICT suite accommodating 120 stu

without barriers between each. Disruptive students lose the opportunity for disorder

presented by a closed door, commented Marches deputy head, David OToole, whil

students intuitively learned to speak with an indoor voice meaning those in adjacent s

are not disturbed. Regrettably the same cannot be said of Norman Fosters new build

The Business Academy in Bexley, where open-plan classrooms are located along wal

that overlook a central atrium in one case accommodating a resistant-materials

workshop. Unable to see, and therefore be aware of students in neighbouring class

spaces, there are no indoor voices at Bexley, whilst inadequate sight lines prevent p

supervision, meaning this relatively early example of open-plan space will ultimately be

modified enclosed into classroomsby the Academy.

Arranging classroom clusters around a central communal space gives schools and colleges

the heart included in Genslers masterplan for Kents BSF programme. This approach is

similar to the streets seen in many FE colleges and universities, and originally seen in

corporate headquarters buildings, such as those for SmithKline Beecham and Royal Bank

of Scotland. Niels Torps design for British Airways headquarters, Waterside, opened in

1998, was an early exponent of the indoor street. The only route into the building from

the carpark is through the street, explained Kathy Tilney, who was Design Manager for

Watersides interior. That way it acts as the hub. I can sit in a caf in the street, and bump

into managers from different departments as they walk through.

Reggio Emilia schools, meanwhile, accepted the importance of the interior since their

establishment soon after WW2, often describing the school environment as the childs third

teacher. Reggio Emilia schools are also arranged around a central piazza, while the

classrooms have atelier workshop areas promoting experimentation and collaboration.

Fielding and Nair, in creating areas each with a different tempo, has ended with the unlikely

pairing of Jamie Oliver with Albert Einstein and Leonardo Da Vinci in naming alternative

zones: Einstein where creative reflection and inspired collaboration is encouraged;

Da Vinci supporting hands-on experimentation, and Oliver where we link food, nutrition and

health with participation nourishing mind, body and spirit 20.

21 Proverb (possibly African or Native American), used as the title of books by Hillary Clinton and Jane Cowen-Fletcher, the latte

on the Elementary Category of the African Studies Ass ociation Trull Foundation Childrens Book Award20 Master Classroom by Randolph Fielding, Jeffery Lackney and Prakash Nair http://www.edutopia.org/master-classroom

It takesa village to

raise a child.21


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28

In all projects there is a time when decisions are made. Frequently t

made at the beginning otherwise, we attest, the project cannot progress

as it moves on, so our knowledge increases to a maximum just when all

decisions have been made!

Amongst other things, we hope this booklet encourages you to pause for

thought: to realign the decisions you make with the knowledge that engag

in the process allows you to acquire.

In order for the infrastructure of a school to fully support learning, we belie

we need spaces that reflect different teaching and learning styles, requiring

flexible furniture solutions and a flexible approach to space fluidity in

determining demarcation lines; in essence, creating learning studios or

learning barns. There is an enormous body of research and opinion that

supports this approach.

These ideals, however, must be achievable within schools (many of which

already exist) and (specifically if it forms part of the BSF programme) shou

be deliverable within a pre-determined FFE budget 22 set by central govern

As manufacturers, we need to be pragmatic abou

reality this set of circumstances presents. But as

idealists, we should not be afraid to continue testi

boundaries. As the headmaster at Hellerup comm

The school building is never finished; experience

should rebuild it over time.

22 Partnerships for Schools http://www.p4s.org.uk/documents/FundingguidanceforBSFprojects2 007FINAL.doc (p14,

Conclusion

Decisions

Knowledg

e

Time


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30

1.Less is moreLots of each, of a fewer different items ratherthan a few of each, of lots of different items.

2.Modularity/ReconfigurabilityIt should be more difficult to get it wrongthan to get it right. Consider dimensions caref

3.Multi-usePieces of furniture that perform differentfunctions will assist in transforming pedagogi

4.Right questionright timeThe wrong question at the wrong time willinevitably give you the wrong answer.

5.QualityDifferentiate between cost and value.A cheap chair will always be a cheap chair you can get them from petrol stations.

Key

Five Golden Rules


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3332

Individual table and chair

Individual tables and chairs are a staple

of our kit of parts because students are

individuals. This isnt a cheap catch-

phrase its just that you cant work

individually very well with the more

common double tables their only

justification, from what we can see, is

cost (as opposed to value). Everything

you can do with double tables, you can

do with individual ones too and linked

with power/data totems, or all-day

power packs laptop computers can be

used to integrate IT.

Orbital is the ultimate individual table

and chair 23, as, on top of this flexibility, is

an intuitive fluidity promoting healthy

postural movement, and 360 learning.

23 See page 18

Group table

Despite this, a large group table has a

place specifically one which has

additional functionality (the tops of ours

tip, allowing them to be stowed away,

used as room dividers a dry-wipe

whiteboard even). How many people

does it accommodate? It depends on

the task and the individuals involved

two, perhaps for a large artwork project

or twelve debating an issue.

Group seat/bench

In the same way, a long bench

accommodates the right number of

students. Again, lots if theyre working

collaboratively (and the teacher can still

get them to budge up and perch on the

end to assist) or less if theyre not.

Our StepSeat adds a second tier of

seats behind so when you move the

table, the space can be used as a mini-

auditorium for performance-based

lessons, or simply start-of-the-lesson

instruction. Underneath theres storage,

for resources (including EarthWalk

laptop chargers), whilst StepSeat also

adds a sense of scale to open plan

learning studios.

IT Bench

Desktop PCs provide robust connectivity

in terms of power and data, and this,

together with performance requirements

dictated by some software packages

make them more appropriate, in some

instances, to laptops and tablet PCs.

Traditionally PCs have been

accommodated on worksurfaces that

are fixed to the perimeter of the

classroom. In this way, power and data

is easily available, whilst teachers can

see whats on the screen. Not so whats

on the childs face, even though you can

use software, now, to track what

everyone is getting up to on the

computer. Flipscreen is one way that

computers can be accommodated so

students face the front.

Informal seats

Upholstered stools and beanbags

even Puppy stools from Big Brother,

all break down barriers between in-

school and outside-of-school. As an

architect once commented, kids want

the mall, so we give them the mall.

If their only educational content is

assisting students to engage with the

environment, their inclusion in our kit

of parts is well-founded.

Temporary spac

The acoustic foldi

deaden sound tra

heavy its been kn

teachers to be un

Hardly surprising,

remain a white ele

expensive white e

Furniture solution

Space or the Volu

quick and easy de

within open-plan


19/19

Isis Concepts Limited57 High Street, Tetsworth, Oxfordshire OX9 7BSt: +44(0)1844 280123 f: +44(0)1844 281373 e: [email protected]

Educationis not the filling

of a pail,but the lightingof a fire.William Butler Yeats

Useful links

www.bcse.uk.net

www.designshare.com

www.edutopia.org

www.fieldingnair.com

www.p4s.org.uk

rubble.heppell.net

www.school2-0.org

www.school20.wikispaces.com

www.tcpd.org

www.rubida.net/Rubida_Research/html/rr_index.htm

www.teachernet.gov.uk/management/resourcesfinanceandbuilding/bsf/aboutbsf/

Published in the United Kingdom by Isis Concepts Limited. 2008 Isis Concepts Limited.W ords Jam es C la rkeDes ign Daryl & Louise Wi lk inson

Pr in t Eu rop ri nt

Type/stock Coolvetica and Helvetica on 250gsm and 350gsm Core Silk board

69a learning journey

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