This document summarizes the history and approach to technology and creativity at Thomas Tallis School from 1998 to present day. It outlines how the school has transformed from teaching ICT as a discrete subject to fully integrating technology across the curriculum. It discusses staff desires for improved infrastructure and training. The school's ethos emphasizes using the right digital tools flexibly for learning and developing digital literacy, citizenship, and creativity. It highlights several student projects that exemplify these goals.

1. Technology for creativity
at Thomas Tallis School

2. Context
1998: Thomas Tallis School designated a specialist arts
college
2002: Joined Creative Partnerships network of schools
2004: Joined first wave of government’s Building Schools
for the Future programme
2005: Designated a Leading Edge school
2008: Successful in becoming one of thirty national Schools
of Creativity
2011: Designated an Artsmark Gold school

3. The Creative Age
“An audience or a willing collaborator can
provide an alternative incentive for creative
production. Before the era of mass
production this was how much of our
culture that didn’t emerge from patronage
was experienced – around the piano after
dinner, on the football terraces, in craft-
making traditions and festivals. The
internet has made it significantly easier to
find and locate audiences for and
collaborators in creative work.”

4. Their Space

5. Here Comes Everybody
“This is something that people in
the media world don't understand.
Media in the 20th century was run
as a single race--consumption. How
much can we produce? How much
can you consume? Can we produce
more and you'll consume more?
And the answer to that question has
generally been yes. But media is
actually a triathlon, it's three
different events. People like to
consume, but they also like to
produce, and they like to share.”

6. Our starting point (2009)
ICT taught as a discrete subject at all key stages
Resources organised in separate ICT rooms
equipped with standard PCs
The school website/VLE used to provide
information
Very little cross-curricular use of ICT
No handheld devices

7. What staff wanted (2010)
"Improving network performance & enhancing the wireless
network"
"We need to completely re-imagine our approach to ensure
that we meet the challenges ahead and offer the sort of
learning experiences that will equip our students for the
world they will inhabit"
"Update, go for quality hardware - more cost effective and
time saving in the long run"
"More dedicated mobile units - with more powerful machines
including Macs available in all areas of the school. I would
recommend that these are based in hubs and so shared by
different faculties”
"Training - a lot of knowledge is assumed"

8. Ethos
The right tool for the job
Flexible and agile
Learning comes first
Digital literacy
Digital citizenship
Creativity

9. HTTP://DOUGBELSHAW.COM/BLOG/

10. “[Flaubert] didn’t just hate the railway as
such; he hated the way it flattered people
with the illusion of progress. What was the
point of scientific advance without moral
advance? The railway would merely permit
more people to move about, meet and be
stupid together.”
― Julian Barnes

11. TALLIS LAB
AN ENQUIRING MINDS CURRICULUM

12. Pif Paf

14. GCSE PHOTOGRAPHY
MOBILE WEBSITES
SHAY’S EPORTFOLIO

15. YEAR 9
MATHS CONCEPTS IN BSL

16. HTTP://SWIMMING-TO-KENYA.WEEBLY.COM