This section will consider the objectives laid out in the brief and evaluate the extent to which the project has met those objectives. All information is based upon attitudinal questionnaires, interviews with teachers, teacher feedback forms and anecdotal evidence. For a more thorough evaluation (including evidence)contact: matthew.reynolds@labyrinththeatre.com
How well was the brief met?
1. Engage young women in the realm of science through a cross-curricular approach that would link the Science department up with the Expressive and Performing Arts (art, music and drama).
Students have been engaged in science. Their attitude to the subject has been improved as measured by the attitudinal questionnaire. Teacher feedback forms have highlighted that students have been engaged with science (e.g. Seetal Jutton 2/4/08, 5/3/08 Patricia Frias 14/3/08). Additionally the science department has been linked up with Expressive and Performing Arts. Science sessions have been delivered in the non traditional spaces such as the drama studio and approaches from the EPA such as drama have been used as a teaching tool and to provide a context for science teaching. All three teachers interviewed said that the linking of subjects was positive with Patricia Frias commenting that “Students are positive and more engaged than usual”. As such the project has been successful with regard to this objective. 
2. Place Science in a fun and relevant context and provide new models of teaching and learning for participating subjects.
The attitudinal questionnaire noted a significant increase in the number of girls looking forward to studying science in the future. Seetal Jutton commented in her post project interview that new ideas have been formed: “Drama could be used in science, in terms of role play. Maths and science can also be brought together more.” Ellen Garret also commented that “It would be good to use a cross curricular approach in future.” And Patricia Frias suggested that it would be possible and beneficial to do some cross curricular work in future. Student number 4 commented that “it has been really fun, you don’t realise that you are doing science or maths but you are learning because you want to.” As such it could be said that the project has been successful in terms of meeting this objective.
3. Provide teachers with the opportunity to consider new classroom models that present curriculum topics in fresh and original ways that are specific to the students participating.
There was no history of cross curricular work in the school prior to this project. Seetal Jutton commented that the cross curricular linking of subjects was positive as this had not been done before. Teachers responded positively to the project and to the model it provides for cross curricular learning. Concepts within the project, specifically grounding learning in real life situations and using practices and tools associated in the arts world have been well received by teachers. Teachers have used the feedback forms to record ideas that have had for using similar approaches in future. Ellen Garrett has suggested in her form on 14/3/08 that she could use real life examples in Maths, and on 19/3/08 suggested that she could use the presentation techniques seen in future. Patricia Frias in her feedback form dated 14/3/08 suggested that she could use the context of criminality to allow students to alter photos using Photoshop, and to consider building up a portfolio as a criminal case file. As such the project could be considered to have been successful at meeting this objective. 
Now to evaluate the extent to which the ancillary objectives have been met:
Ø Improved learning skills
Ø Enable students to make links across subjects
Seetal Jutton said students grasped the fact that they would be heading off to a maths lessons but would still be working on this project. The attitudinal questionnaire contained a question designed to assess how well students could link subjects. This question (Q4) had the largest increase of all when comparing attitudes before and after. This would suggest that in terms of changing attitudes of the students, the project was most successful at making students see the links across subjects.
It was agreed that the project would provide CPD through teacher engaging in the sessions. To encourage teachers to remain attentive during the sessions and not fall into the trap of using the time to carry out other duties, a teacher feedback form was produced and every teacher asked to complete one per session. Additionally they were provided with some information about the project and given guidance to what their role would be. The practitioners also verbally encouraged teachers to involve themselves in the group work and talk to the students. This had varied success. The teachers who involved themselves the most, benefited the most in terms of CPD by trying out ideas and making links between the project and their subject. Teachers who were more reluctant to immerse themselves in the process did not enjoy the same level of CPD, as there is a limit to what they can learn by simply watching at a distance. At the time of writing there is a formal facilitated CPD session yet to occur. Most teachers have already fed into this process by recording on their feedback forms ideas that they could use in future.
Ø To trial a cross-curricular model in advance of next yearThis has successfully happened and teaching staff have recorded ideas of future cross curricular work in their feedback forms.
Ø Better attendance
Official figures for attendance have not yet been made available but practitioners reported good attendance throughout the project. The only noted absence being student 4 on 10/3/08 and student 22 on 14/3/08. Student 2 said to a practitioner on the final day “I am ill today and was going to stay at home but I have come in especially for this”.
Ø Improved behaviour and reduction in conflict
Seetal Jutton in her post project interview commented that students 13 and 21 behaved as they normally would. However she added that the project helped students to come out of their shells. She also noted an increase in confidence levels.
Practitioners did not log any serious behavioural issues, nor any behaviour that required intervention of teaching staff. Matthew Reynolds, the lead practitioner from Labyrinth Theatre did feedback that the students engaged well with the project, and that their behaviour did not suggest that they were a challenging group. Furthermore he highlighted that some students that had been identified before the project as being very quiet and lacking in confidence had not been seen to be so throughout the project. This is supported by the responses to Question 9 in the attitudinal questionnaire. This questioned the extent to which students could work with one another and the extent to which they were listened to. The response before measured 172 and afterwards it had increased to 180 based on the points system allocated. As such the project has been successful in meeting this objective.
Ø Improved self-confidence and awareness
Patricia Frias noted in the post project interview that students appeared to have “better communication skills and seem more socially able”. Question 9 in the attitudinal questionnaire also measures student’s confidence to contribute and their belief in their own current and potential achievement. As seen above an increase was seen in positive responses to the statements in question 9 as a result of the project, suggesting that the objective has been met.
Ø Improved links to the community through creative projects
The project has enjoyed contact time with education specialists and actors from the community. All of the practitioners involved have varied work and life experiences in addition to the work they do for Labyrinth Theatre. Practitioners had the opportunity to discuss topics less directly related to the project such as their acting career and previous education. As such they provided positive role models to the students. There were other opportunities to involve members of the community such as Police officers, forensic science specialists and a criminal historian. Whilst this could possibly have further developed links with the community, Labyrinth Theatre chose to not pursue these opportunities. This decision was taken as it was felt that there was not sufficient time allocated to the project to allow this to happen in addition to delivering against other objectives in the brief.
Ø To celebrate women’s achievements and the school’s hundred-year history
Out of the 6 practitioners involved in the delivery 4 were female, and thus provided positive gender specific role models. The example mystery that was presented to the school contained strong female character role models and challenged gender stereotypes. The murderer was a successful female management consultant and another suspect was a successful female estate agent. The plot centred around the centenary of the school. All groups were encouraged to celebrate women’s achievement through developing characters that reflected female attainment. Furthermore every group was asked where possible to involve the centenary of the school into their plot and 3 out of the 5 groups successfully did so. Others did not as to have done so would have necessitated the practitioners being too prescriptive about the murder plot.
Unplanned outcomes
In addition to the objectives in the brief which have been discussed above there were also some unanticipated positive impacts of the project. One of those was highlighted by Seetal Jutton who observed that it was very positive for teachers to see their students working outside of their specialist subject area. Indeed she commented that she had seen students achieve more in this project than in the traditional science lesson which had altered perceptions on both sides of the relationship. She added that such exposure would have a positive impact on staff student relations across the school.
Conclusion
In conclusion having looked through the information available, attitudinal questionnaires before and after, anecdotal evidence, audio quotes from students, feedback forms for staff and practitioners as well as post project interviews with teaching staff, it is seen that the project has delivered successfully against its three main objectives.
1. Engage young women in the realm of science through a cross-curricular approach that would link the Science department up with the Expressive and Performing Arts (art, music and drama).
2. Place Science in a fun and relevant context and provide new models of teaching and learning for participating subjects.
3. Provide teachers with the opportunity to consider new classroom models that present curriculum topics in fresh and original ways that are specific to the students participating.
The ancillary objectives have also been acknowledged, with evidence that all 9 have been addressed to a greater or lesser extent.
Despite challenges in the planning of the project, the delivery was well received by staff and students alike. As a result of the project the school is much better equipped to deliver creative experimental cross curricular teaching and learning based on the model piloted by Labyrinth Theatre.
This bodes well for Fulham Cross school’s plans to embark on a cross curricular approach in future by drawing on this project, and indeed to any other school wishing to draw from the learning of this project. 
