Case study
about, and seeing the resources used by police offi cers, including a police car.
• Action Planning: Students took on the roles of groups of local friends who had seen that there was a problem with graffi ti and vandalism in their local area.
• Good Practice: Finally, a Safer Neighbourhood team member talked through an example of a community issue, how they solved the problem, who they involved, what they did and what the outcome was. T e January event was visited by former
junior schools minister Iain Wright, who described the visit as “an example of what can be achieved through collaborative working”. He added: “I thoroughly enjoyed my
morning at Hendon. T e enthusiasm of the students I met was contagious. It was really good to see young people engaging in this new and exciting qualifi cation. I would like to take this opportunity to thank you for your ongoing work in this important area.”
City architects Inspire! engaged the support of Swanke Hayden Connell Architects (SHCA), based in the Liverpool Street area of London, to support the Diploma in Construction and the Built Environment (CBE).
Two of SHCA’s senior architects – Heidi
Moxon and Patrick Spears – worked with students over a two-part design project to support Level 2 Unit 3: Design the Built Environment. Prior to the session, students were given a
design brief by Stoke Newington School to redesign the One O’clock Club at Clissold Park, which provide activities for children up to age fi ve. Patrick and Heidi reviewed the brief and
also provided direction to teachers on how to develop the brief so that it refl ected as closely as possible the type of brief that an architect might work to. Students were asked to prepare for the fi rst
session at SHCA by visiting the One O’clock Club, taking photos and talking to the client about their needs. T ey were then asked to prepare a PowerPoint on their “driver”’ for their design, having visited the site, as follows: • T ree brief drivers (the three most important things the client wants).
• T ree site drivers (the three most important features of the site: sun paths, trees and so on).
• T ree creative drivers (the things that inspire the students creatively, such as Disneyland, the colour blue, Mozart)
T ey were also asked to think about which
artist/designer/musician they most admire and why. T is information assisted the architects
in developing their understanding of the students and their design infl uences. Students then brought this information
with them to the SHCA design workshop. Patrick Spears opened the session with a presentation about design to get students to expand their thinking about what is possible when designing buildings. Students then worked in groups with
the architects on their initial design ideas, developing them further using the information and ideas presented by Patrick. Patrick and Heidi worked one-on-one
and in groups, supporting the students with developing their ideas. Students also used architecture drawing paper to start to sketch out some of these ideas. Following this session, students then went
back to school to work on their fi nal designs and then revisited SHCA to present their fi nal pieces. Prizes were awarded to three students,
taking into account their design, how they demonstrated their thought process, their presentation, and eff ort.
DD
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Delivering Diplomas • Volume 2 No 2 Autumn 2010
19
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