Sorrell Foundation Pupil Design Brief Witton 2008

8/9/2019 Sorrell Foundation Pupil Design Brief Witton 2008

1/26

The PUPILs BRIeFWIT Ton PaRk hIgh schooL

sur 2008

We WanT PeoPLe To knoW

WeRe PRoUd oF oUR schooL


2/26

The aim of the Sorrell Foundation is to inspire creativity

in young people and to improve the quality of life through

good design. The Foundation creates and prototypes

new ideas, and joins up public-sector departments such

as education and health with the UKs world-class design

community. It aims to deliver immediate benets while

creating models with long-term value.

For more information see

www.thesorrellfoundation.com

The Sorrell FoundationSomerset House

Strand

London WC2R 1LA

Tel 020 7845 5860

Fax 020 7845 5872


3/26

Contents

Summary

Local Community Context

The Process

Common Issues

Dinner Halls

Learning Spaces

Reception Areas

Social Spaces

Toilets

Uniform

Other Common Issues

The Future

Thank you

3

5

6

7

8 9

10 11

12 13

14 15

16 17

18 19

20 21

22 23

24

25

conTenTs

3


4/26

Pupil brief boards | Blackburn Enterprise Centre, Blackburn | The Brief4


5/26

Launched in 2000, joinedupdesignforschools explores how good design

can improve the quality of life in schools by listening to the voices of

pupils the consumers of education. It inspires pupils by putting them

in the driving seat, giving them control and responsibility as clients.

Thousands of pupils have already conrmed the 12 most common

issues that they say, if resolved, would greatly improve their school day.

Through this experience they develop work and social skills such as

problem-solving, reasoning, communication and teamworking, which

lead to increased self-condence and self-esteem.

Joinedupdesign for BSF adapts the process to help give pupils a say

about what happens to their school under the Building Schools for the

Future programme. A client team of pupils follows a process of research

and discussion to articulate how their school could be improved

through design, identifying the three most important issues they wouldlike to see addressed. In a creative workshop, the pupil clients create

boards using words, images and materials to describe what they want

for 6 of the 12 common issues. The client team engages with classmates

and peers to decide which six issues are most relevant to their school.

The pupils take ownership of their brief, presenting it to as many audiences

as possible. Head teachers may wish to share the pupils ndings with

the architects assigned to the schools BSF project. For the best results,

architects and designers attend the key joinedupdesign for BSF meetings,

and continue to involve pupils through the planning and constructionstages of the development.

A pupil client team was appointed from Witton Park High School in

Blackburn. The pupils attended a Challenge Day in London on 17 June

2008, which included an inspirational visit to the South Bank to see

the British Film Institute and Royal Festival Hall, the Psycho Buildings

exhibition at the Hayward Gallery and for a ride on the London Eye.

They carried out research in Blackburn, before meeting at Blackburn

Enterprise Centre on 11 July for a creative workshop, at which the nal

pupil briefs were produced.

Pupil clients chose Toilets as their most important issue, followed by

Social Spaces and Learning Spaces. Toilets in the school should have

a modern look and be clean and comfortable, with wide cubicles and

a large sink area to give pupils more space. The team would like large

mirrors, automatic ushes and drinking taps in their toilets. The facilities

should also be well ventilated and cleaned regularly. Pupil clients asked

for somewhere to socialise and eat outside and they want lots of room

to play football. They would like colourful, modern shelters and sturdy

benches for meeting friends and picnicking. Indoors, they proposed

cosy lounges for different year groups and a separate chill zone for

entertainment and relaxing. Team members are frustrated by old-fashioned

classrooms and want to make learning spaces colourful and stimulatingfor teachers as well as students, with attractive carpets or wooden

oors and lots of natural light. They also suggested new learning facilities

such as a lecture theatre, auditorium and cricket pitch.

This pupil brief describes in detail the process the client team went

through, and records their ideas and requirements for six of the

common issues. Reproductions of the visual brief boards produced by

the pupils are shown, next to a written account of how the pupils saw

each issue and what they asked for.

sUmmaRy

5


6/26

Witton Park High School has 1,052 students aged 1116. It is a specialist

Business and Enterprise College with Investors in People accreditation

and a Learning and Skills Beacon among other awards. The school

is located in a residential area close to Witton Country Park, on the

western side of Blackburn.

The school dates from 1968, when the Blackburn Grammar School

for Girls and Witton Park Modern School joined to form a mixedcomprehensive. The former school buildings now function as two wings

of Witton Park High and have recently been refurbished. The school

has a City Learning Centre on-site, to which pupils have access both

during and after school hours for study support.

Witton Park is generally viewed positively by the community and it has

established a number of relationships to encourage interaction between

students and local people. Charity projects include work with Arthritis

Care and Save the Children, while environmental projects are

undertaken in partnership with the Groundwork Trust. Witton Park

maintains strong links with local feeder schools and partner secondary

schools, as well as local businesses through the Young Enterpriseprogramme. There is an active Police Cadet Force whose members

regularly attend community events.

The school is located in a challenging area and has pupils from a variety

of socio-economic backgrounds. The school is proud of its can-do

culture that aims to give all pupils maximum opportunities. Students

regard the new developments at their school with excitement,

recognising that it is an excellent opportunity to raise the schools

prole in the community and benet from the new facilities.

LocaL commUnITy conTexT

Witton Park High School, Blackburn

6


7/26

17 June 2008

The Challenge

The Sorrell Foundation Young

Design Centre at Somerset

House and South Bank, London

Pupils were introduced to their

role as clients and learned about

the BSF programme. After nding

out about school design and past

joinedupdesignforschools

projects from the Whats Next for

Schools?exhibition, client teams

discussed how each of the 12

common issues relate to their

school, and how these issuescould be resolved in future. They

gave presentations about the 3

common issues that, if addressed,

would most improve daily life in

their school. Pupils visited

inspirational spaces including the

BFI, Royal Festival Hall , Hayward

Gallery and the London Eye.

18 June 10 July 2008

The Conversation

Witton Park High School

Blackburn with Darwen

Borough Council

The pupil clients developed their

ideas through further debate and

research. They looked at how

buildings and spaces were

designed in their local area and

went to see nearby examples of

outstanding architecture. The

team talked to local people about

the schools reputation and

discussed the project with theirpeers, before meeting with local

authority architects who showed

them early plans for their school.

Throughout this stage, the team

gathered information by

photographing their school and

its surroundings, taking notes

and making drawings.

11 July 2008

The Brief

Blackburn Enterprise Centre,

Blackburn

On the brief-making day, the

pupil client teams made boards

showing what they wanted for

each common issue. At a creative

workshop, images, drawings,

words and material samples were

used to explain what the pupils

thought was important for each

area. Illustrators, architects and

facilitators helped the clientteams to articulate their ideas.

The top three issues, voted for

by the school community, were

presented to other pupils,

teachers, architects and the

Sorrell Foundation team at the

Blackburn Enterprise Centre.

5 November 2008

The Celebration

Blackburn with Darwen

Borough Council

The pupil client team shared

the results of the process by

presenting their pupil brief at

a special celebration event for

the ve Blackburn schools

that have participated in the

joinedupdesign for BSF

programme. By the end of the

process, the pupils had presented

their ideas to other pupils, theirHead teacher, teachers, school

governors, architects, local

authority members, BSF

Managers and the other client

teams from Blackburn.

The PRocess

7


8/26

coLoUR

Pupils tell us their schools

look drab and boring, which

doesnt inspire them to learn.

They say colour should do

different things around the

school: calming colour in

learning spaces, and bright,

stimulating colour in social

spaces, receptions andcorridors. Pupils are usually

proud of their school colours,

and would like these to be

used more widely. Many are

enthusiastic about colour-

coded navigation systems to

guide people around the school.

commUnIcaTIon

Pupils tell us about badly

designed websites, non-

existent signage and a lack of

information about events, clubs

and timetable changes. They

ask for a clear, useful website,

with contact information, news

about school achievements,

and links to homework sites sothey can learn from home.

Pupils want visitors and new

pupils to be able to nd their

way easily using a system

of maps and bold, consistent

signage. They also want to

communicate with parents and

local people about what goes

on in the school through

exhibitions, display boards

and newsletters.

dInneR haLLs

Pupils complain of cramped

dinner halls with long queues.

They want a calm, civilised

lunch break with a range of hot

and cold food, including healthy

options. They request a choice

of indoor and outdoor dining

spaces where they can eat

alone or with friends. Pupils askfor a quick, efcient system for

getting food. They want plenty

of bins to keep the space clean.

LeaRnIng sPaces

Pupils say they want classrooms

that will inspire them to learn.

They want clean, exible spaces

with calming colours, good

acoustics, and blinds that will

keep the sun off interactive

whiteboards and keep them

cool. Pupils want adaptable

furniture so that they can workindividually, in groups or as

a class, and they want plenty of

ICT facilities. Libraries should

be quiet, with enough seating.

Students also tell us they want

to remove distractions and

clutter, which means lots of

storage to keep spaces tidy.

RecePTIon aReas

Receptions are often described

as unwelcoming and cluttered.

Pupils want a warm, friendly

atmosphere with a clear layout.

It should be easy to see the

receptionist, and to nd your

way around the school. There

should be a waiting area

for visitors and parents, withcomfortable sofas and

exhibitions of the pupils work.

Pupils also want clear, relevant

information about important

events and achievements

displayed on a message board.

RePUTaTIon & IdenTITy

Pupils want to express the

uniqueness of their school, and

they want a reputation for

good work and achievement.

They ask for positive

communication through

newsletters, the website, open

days and press coverage. They

also understand that the visualappearance of the school,

including the logo and uniform,

have a strong effect on what

people think of them. Pupils

want to show off good

schoolwork and make links

with the local community.

The common IssUes

Falmouth Primary School,

Cornwall

Kevin McCloud

Summerhill School,

near Dudley

Graphic Thought Facility

Acland Burghley School,

London

SHH Architects

Falmouth School, Cornwall

Urban Salon Architects

Hythe Community School, Kent

Ben Kelly Design

Fortismere School, London

Interbrand


9/26

sIxTh FoRm sPaces

Pupils tell us that a Sixth Form

should feel like a distinct but

integral part of the school. The

atmosphere should be grown

up and inviting, with separate

spaces for study, socialising and

relaxing. Pupils want smart,

comfortable furniture in robust

materials, and colour schemesthat show the space is different

from the rest of the school.

Students also ask for a bold

way of announcing the presence

of the Sixth Form through

signage, or even a sculpture.

socIaL sPaces

Pupils dont want to spend

their breaks in bleak

playgrounds. They say they

concentrate better in lessons

if they spend breaks either

unwinding or letting off energy.

They want somewhere that

feels different from the schools

learning spaces, with lots ofbright colours and soft

furnishings. Outside, there

should be opportunities to

exercise and shelter from

the weather. Pupils also want

plenty of hard-wearing,

comfortable seating, both inside

and outside.

sToRage

Pupils report not having

enough storage for their

belongings, which sometimes

means they have to carry coats,

bags and PE kit all day. Adequate

storage could make a big

difference to pupils, who say it

must be big enough for two

bags and a coat. Lockers couldbe customised and grafti-proof.

Pupils insist lockers must be

very strong, with robust locks.

Specialist storage for musical

instruments and sports equipment

should also be provided.

sUsTaInaBILITy

Pupils recognise sustainability

is very important to their

future, and want their schools

to do more. They want

efcient energy systems, using

electricity from renewable

sources. They want to save

energy in their schools by

turning off equipment, lightsand heating when not needed.

Heating should be adjustable

in each room. Students want

schools to recycle more, and

use sustainable materials. They

ask for bike sheds to encourage

cycling to school, and more

green spaces to help them

learn about nature.

ToILeTs

Pupils say their toilets are

boring at best, and lthy at

worst. They want clean,

hygienic facilities with lots

of natural light and good

ventilation. Automatic sensors

on ushes, taps and driers

would prevent germs spreading,

and there should always beplenty of soap and tissue.

Broken locks, doors and taps

should be mended quickly.

Pupils want to stop vandalism

and bullying in their toilets,

suggesting CCTV or frequent

checks, as well as a design

that has no hidden corners.

UnIFoRm

Pupils agree it is important to

look smart for school, and they

understand that uniform makes

an important statement about

their school. Pupils want a

uniform to feel proud of, that is

comfortable, hard-wearing and

affordable. They want clothing

that is exible enough forsummer and winter wear. Not

all pupils want to wear ties, but

they sometimes want their

uniform to show form group

and year status.

Heart of England Business &

Enterprise School, Coventry

Eldridge Smerin

Treviglas College, Newquay

Marks Bareld Architects

Plumstead Manor School,

London

Priestman Goode

Mounts Bay School, Penzance

Phineas Manasseh Architect

Barlow Roman Catholic High

School, Manchester

JudgeGill

Aldercar Community Language

College, Nottingham

Paul Smith9


10/26

1210


11/26

Differentareasforhotfood,self-service,

healthysalads,vendingmachinesandbuffet-

styleeating

Anoutdoorextensiontoincreasecapacity

andgivepupilssomewheretosocialiseinthe

freshair.

Anewqueuingsystemtoreducewaitingtime

andovercrowding

Moderntablesininterestingshapeswith

morechairs,sothateveryonecansitdown

The client team explained that their dinner hall is used for assembly

and that there is not enough space. They described the dcor as

plain and dull, adding that it is all one colour, which is not attractive

and that the paintings on the wall do not make sense. Overcrowding

is a problem; pupils complained about very long queues and that you

cant always sit down. This is made worse by square tables that arehard to sit around so there is not much space. The group was also

frustrated by dirty oors, a bad smell and the limited menu.

The pupil clients want to divide the dinner hall into brighter, more

attractive areas and suggested that there could be a different area for

each year group. The serving space should include zones for hot dinners

and self-service, with a salad bar, buffet area and vending machines. They

chose images of open, airy spaces in light green colours with plenty ofplants, to show what they want.

To ease congest ion through the dinner hall, the team suggested different

queues for each year group and more seating so everyone can sit

somewhere. They are keen on having an outdoor eating area, like an

extension of the canteen as well as modernised tables that are different

shapes. New ooring is also needed, as the existing oor gets dirty easily.

Royal Festival Hall | South Bank, London | The Visit

Its not really somewhere youd want to spend your lunch!

11


12/26

12


13/26

Colourfulclassroomswithwoodenoors

orattractivecarpetsandlotsofnaturallight

Bettersportsfacilitiesincludingagym,

cricketpitchandnewchangingrooms

Plentyofcomfortablecomputerworkstations

inanenlarged,upgradedlibraryandITroom

Swivelchairsandtablesindifferentstyles,to

makelearninginclassroomsmorecomfortable

The client team explained that they have traditional classrooms, with

wooden benches and stools. They complained that all classrooms look

the same boring and all cream, with paint that peels off . Pupils were

annoyed by chewing gum being stuck to the undersides of tables, dirty

oors and that their PE changing rooms are dusty and dirty.

Pupil clients want modern classrooms that get your attention. There

should be no pastel colours only stimulating and bold colours to

make classrooms jazzy, funky and vibrant. The group wants classrooms

that are easy to concentrate in and stimulating to teach in, that could

be decorated according to subject and set out in ways that involve

everyone. Swivel chairs, nice tables and either wooden oors or nice

carpets would make learning more pleasant, as would windows which

open to allow plenty of fresh air in.

The team recommended a number of new learning spaces for their

school, including a theatre or lecture room a media or photography

room and an auditorium for bigger assemblies. The school should have

more computers, including laptops, desktop PCs and better furniture

in the IT room to make using it more comfortable. Pupils would also

like a new, bigger library, with plenty of computers and cubicles for

private study. The client team are eager to have new sports facilities,

including a gym, cricket pitch and improved changing facilities.

British Film Institute | South Bank, London | The Visit

We need to jazz them up!

.3pupils chosen issue

13


14/26

14


15/26

Alargeopen-planreceptionwithasignthat

saysWelcometoWittonParkSchool

Separatewaitingareasforvisitorsand

studentswithroomsforcondentialchats

Automaticdoorstomakethespacemodern

andwelcomingandfullyaccessible

Friendlystaff,efcientserviceandacoffee

machineforvisitors

The pupil cients are frustrated that the reception area shares space

with the dinner hall and that they are not allowed to use it. They

complained that the south wing reception area is cramped and tiny

and think that having two reception areas is confusing. The team

described the atmosphere as unwelcoming, stressing that it takes

a long time to be served and that staff can be unfriendly.

The client team said that they want people to know that they are proud

of their school, asking for a modern, spacious and welcoming entrance.

It should be big, bright, open and colourful, with funky ooring and

a sh tank in the wall to give the space wow factor. Their ideas for

the space include rainbow colours with bold, clear signage and lots of

natural light.

Team members suggested separate rooms for visitors and students and

meeting rooms where visitors could meet privately with staff. They are

certain that visitor experiences would be improved by friendly staff

and quicker service, as well as a coffee machine to use while they wait.

Sliding windows and automatic doors would ensure that the space is

safe and secure at all times.

British Film Festival | South Bank, London | The Visit

A sh tank in the wall would give it wow factor!

15


16/26

16


17/26

Aloungeforeveryyeargroupandalarger

chillzonewithgames,pooltablesand

entertainments

Colourful,transparent,modernshelters

withsturdybenchesforsocialisingoutdoors

Aninternetcafwithfreeaccesstolots

ofwebsites

Accesstotheschooleldatbreaktimes

forballgamesandexcercise

There is nowhere to go! pupils clients reported, adding we need

something! They described how pupils resort to just walking around

the school at playtime, which is tricky and restricting with the one-way

system, and that there is nowhere to sit down and relax even when

it rains!. The team complained that benches get vandalised and that

because there are no nets or goals for football, pupils have to usejumpers. They are unhappy with the number of CCTV cameras around

the school, saying that it feels like Big Brother!

Outdoor social spaces are a priority for the pupil clients. They suggested

a shelter and plastic chairs, so you can chill outside and dont have to

stay inside if it rains. Shelters should be colourful and modern; a clear

material, such as glass, could be a possibility. The team is keen for areasto be set aside for outside eating; these spaces should have robust

benches that dont snap. Pupils should also be able to use the school

eld for football as it is really big.

Indoors, the client team would like to chill in different lounge rooms

for different year groups. They suggested a larger chill zone for relaxing

during break times, with games and a pool table. The group requested

an internet caf that does not block so many websites as well as

vending machines for snacks.

National Theatre | South Bank, London | The Visit

Theres not a lot to do at break time people play football

or just walk around


17


18/26

18


19/26

Toiletsthatareclean,spaciousandcomfortable

withmorecubiclestoreducewaitingtime

Airfreshenersandsmokesensorsinstalled

tomakethetoiletsmellbetter

Bettermaintenanceandcleaningsothat

toiletsarenicetouse

Automaticushesandtaps,andaseparate

tapfordrinkingwater

Pupil clients described their toilets as disgusting. They complained

that they are really small and that there are only three cubicles for

everyone that has to use them, resulting in pupils getting squashed

against the walls. The team is frustrated that there is no toilet roll

and a bad smell in the toilets, as well as broken locks on the doors,

and sometimes no doors! They reported a problem with vandalismand people putting makeup on the mirrors, also mentioning that

although a grafti artist did a mural on one of the walls, it was a mess!.

Colour is a problem; the group explained that the boys facilities are

dark grey and blue and the girls colours are horrible pink and green!

The client team wants toilets that have a modern look, are clean,

spacious and comfortable and much brighter. They should have

plenty of wide toilet cubicles and space near the sinks to minimiseovercrowding, as well as better ventilation and air fresheners to

improve the smell. Maintenance is important to the team; they requested

strong cubicles to protect against vandalism and regular cleaning to keep

facilities hygienic. Smoking in the toilets should be banned, and the team

suggested enforcing this by installing a smoke sensor.

Pupils recommended some basic improvements to the toilets, including

lights which work, taps which work ideally automatic, bins in the

toilets and soap to improve hygiene. They explained that automatic or

touch-ushes, big mirrors and drinking taps would also improve theirexperience of the toilets, as would plugs and sockets for straighteners.

The team insisted that new sinks should not be stainless steel, which

was an unpopular material and that the toilets should have vending

machines for sanitary products.

Whats Next For Schools?exhibition | Somerset House, London | The Challenge

Theyre too small you get squashed against the walls


19


20/26

20


21/26

Astricter,morematureuniformthatisthe

sameforeveryyeargroup

Separateuniformsforsummerandwinter

toensurecomfortallyearround

AsingleuniformforPEthatincludescosy

tracksuitsandhoodies

Betteraffordabilityorauniformthatis

providedbytheschool

The client team explained that there is a different-coloured uniform

for each year group in the school, which makes it look like a primary

school! They complained that polo shirts look too young and that the

green, light blue and dark blue colour scheme is boring. Pupils were

glad that the PE uniform is being redesigned but unhappy with the fact

that the boys have to wear shorts for PE.

Pupil clients said that it is good to wear a uniform as it represents the

school, but asked for it to be redesigned to look more mature. They

are keen for it to be stricter, the same for everyone and incorporating

elements that can personalised. The cost is an important issue so the

team suggested that the school should either provide the uniform or

that they make it more affordable.

The client team suggested a different school uniform for summer and

winter, as well as a new PE kit. They decided that this should be a

single, unisex PE uniform that every pupil has to wear and that it should

include tracksuits and hoodies so that students are comfortable.

Creative workshop | Blackburn Enterprise Centre, Blackburn | The Brief

If we dress mature we feel mature

21


22/26

coLoUR

Howisitnow?

The same colours used

throughout the school, making

pupils feel bored

Peeling paint makes the school

seem uninviting

Howcoulditbe?

Bright, interesting and unique,

with a modern look

Colourful furniture and

patterns on the walls

Vibrant but not overpowering

Classrooms that reflect

different moods and have

silhouettes of famous peopleon the walls

commUnIcaTIon

Howisitnow?

No maps around the school

so it can be hard for visitors

and new pupils to find their way

Teachers sometimes forget

to give out messages

Howcoulditbe?

Big, bold maps around

the school

Noticeboards in every

department

A Tannoy or radio system

to keep pupils and teachers

up to date

After discussing all 12 common issues on Challenge Day, the client

team chose to focus on six issues they decided were most relevant

to their school, for which they developed visual brief boards. Here

we show what the pupil clients said about the other six issues. They

explained how it is now in their school, and suggested how it couldbe in future.

oTheR common IssUes

22


23/26

RePUTaTIon & IdenTITy

Howisitnow?

Not always a positive reputation

with the local people

Some students cause problems

Howcoulditbe? Pupils should improve

their behaviour

Teachers need to enforce

discipline so pupils

do not give the school

a bad reputation

sIxTh-FoRm sPaces

Howisitnow?

No sixth form at the school

Howcoulditbe?

Having a sixth form would

attract pupils to the school andgive it a more impressive image

A sixth form could have its

own building and facilities,

including a common room

Sixth-form classrooms that

are set out like a working

environment

sToRage

Howisitnow?

The lack of lockers means

students have to carry their

bags all day

Books in classrooms are often

hard to find as there is noset place to keep them

There is no CCTV in the PE

changing rooms so students

property gets stolen

Howcoulditbe?

Safe, accessible lockers that

are built into the corridors

and opened with a code

Lockers that can be customisedand have enough space for

books

sUsTaInaBILITy

Howisitnow?

Lights are inefficient and

often left on overnight

Classrooms are cold in the

winter and too hot in

the summer

Howcoulditbe?

Air conditioning in the

summer and sufficient

heating in the winter

Solar panels to provide

energy for the school

Recycling programmes

Wider windows to increasenatural light entering the

classrooms and reduce

electricity consumption

23


24/26

This document contains information from pupils that will make a valuable

contribution to the future development of Witton Park High School. The

pupil client team has made extensive suggestions and recommendations

during debates and presentations, and every pupil has helped to develop

the brief. The publication of this document marks an opportunity forthe school community to extend the conversation, so that pupil voice is

heard throughout the planning and construction stages of the Building

Schools for the Future project.

For the pupil clients the publication of this brief, describing how they

want their school to be improved, marks the beginning of another

process. Through continued engagement with the Building Schools for

the Future project, the client team can also contribute to the pragmatic

decisions about what can be realised within the allocated budget. This

can be an exciting period of conversation between the pupil clients andthe management teams appointed to redevelop their school. Extended

discussion can help to clarify the client teams priorities, while the pupils

gain useful skills in negotiation, problem-solving and decision-making.

The Head teacher, Senior Management Team, Board of Governors and

Local Authority have a responsibility to ensure that pupil voice is

incorporated into the Building Schools for the Future project at every

relevant stage of the journey until completion. Pupil clients can learn

about the planning and construction process, attend meetings, make site

visits, and act as ambassadors for the project. New pupil clients can beselected as older ones leave the school. When given the opportunity

and responsibility, client teams can contribute to clear-headed, practical

decisions in the best interests of pupils in their school.

The FUTURe

24


25/26

Thank yoU

With many thanks toPupil clients, Head teacher and lead teacher

from Witton Park High School

Blackburn with Darwen Borough Council,

BSF Learning Transformation Team

Project coordination and promotion: Kate Bond,

Ben Greenwood, Heather Owen and Saskia Rose

Photography

Ben Blossom, Graham Carlow

Film

Beardwood High School media students

Workshop support

Sheetal Kabawala, Daniela Lobina, Emer OBrian,

Jack Roche and Ian Varnes

Inspirational visit locations

British Film InstituteHayward Gallery

Royal Festival Hall

London Eye

Visual Resources

Hatchette Filipacchi Ltd

Cond Nast Publications Ltd

25


26/26

Documents

Sorrell Foundation Pupil Design Brief Witton 2008