This was an exploratory approach to CPD piloted in three schools whereby the programme worker develops and delivers workshops in school with the intention of modelling best practice and enabling the teacher to subsequently duplicate the activities. The teachers wrote positive evaluations and left with knowledge of the games and one teacher wrote that they would ‘follow it up’. However, it was the creative element of the children creating their own similar playground games from ‘found’ or recycled objects that went down well with children and teachers alike. The children enjoyed choosing items to create games from, after which they invented, described and showed their own games. Speaking and listening skills were used well by children, who were proud of what they had made. In one school, the children subsequently illustrated and wrote rules for their games. Children were very motivated whilst working on their own games. This project has been added to the WEDG repertoire of activities and a twilight CPD session for teachers has been delivered. The creative process is a very positive element in introducing the everyday lives of children in developing countries The format of piloting a new idea with a handful of schools was successful as we had very specific objectives. Future teacher feedback form will have more precise questions. This approach made specific links in with the government agendas of Excellence and Enjoyment 2003 and the Primary Strategy with its renewed emphasis on listening and speaking.
Kaz Russell-Graham, WEDG, April 2007
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