Conditions for learning: partnerships for engaging secondary pupils with contemporary art.

b. implementation: those projects that were taught in blocks of time, i.e. two
to four consecutive days, enabled both more sustained participation and
deeper learning (immersion, absorption, reflexivity);

c. reflection and revision;

d. dissemination;

5. Sustain partnerships to ensure continuity and to embed benefits structurally
within the curriculum;

6. Maintain equitable communications between all participants - recognising the
importance of the gallery educator as broker: facilitator, mediator, negotiator,
administrator/manager;

7. Target KS3 pupils as a way to intervene within and potentially change limiting
orthodoxies;

8. Provide opportunities for pupil motivation and ownership through:

a. acknowledging and valuing pupils’ ‘voices’;

b. differentiating activities in recognition of pupils’ preferred ways of
learning and lived experience;

c. allowing pupils to participate in public exhibitions of their work e.g. as
curators: selecting, organising and displaying work;

9. Value collaborative projects as a productive form of CPD.

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