Project Taster for Diploma in Retail



Retail Theatre

In anticipation of the Diploma in Retail

A Regeneration Project Supporting Unit 2.9 of the Retail Diploma

Young people design a window display and interior store layout to be theoretically located in Westfield’s new shopping centre in the regenerated heart of Stratford.

Produced by Paul Cannons in association with Teresa Smith Deputy Headteacher of Sarah Bonnell School

For details of Stratford City Education Project

Paul Cannons

Manager Stratford City Education

Email: Paul.cannons@.uk

Website: .uk

Contents

Forward 3

Genesis of the Project 4

Context 5

Planning and time table 6

Outline 9

Lesson Plans 11

Employers 16

The Launch 18

Filming 22

Classroom visual aides and resources 24

Final presentations 27

Guide for Panel of Judges 28

Winners 29

Feedback 31

Teachers 31

Students 32

Employers 34

Dissemination 39

Lessons Learnt 40

Conclusion 42

Appendix 44

Internal observation sheet 44

Example of Internal observation 45

Panel of Judges 46

Teacher Evaluations Sheet 47

Student Evaluations Sheet 48

Forward

The Stratford City Education Project (SCEP) is supported by Westfield, developers of Stratford City, a mixed business and retail outlet with over 250 shopping outlets.

SCEP develops curriculum projects in schools that inspire young people to aspire to the professional career opportunities emerging within Stratford City in sectors such as business, finance and retail.

The key outcomes of a SCEP project are to ensure young people have an increased the awareness of:

• The regeneration of Stratford, in particular Stratford City, the Olympic Village and the Olympic Park

• The future employment opportunities that will be created over the next 10 years, in particular in construction, retail and in the commercial sector

• Opportunities in the world of work and related careers

• Their own potential and economic well being

The Project allows students to practice skills and knowledge in a work related learning environment that will foster their employability skills and give them access to employers, who can act as role models and sounding boards, associated with local employment pathways and careers emerging through regeneration.

Genesis of the Project

The idea of launching an early taster at the lead school for the Diploma in Retail was discussed at the Diploma Delivery Group in early December 2009 , further to a successful retail taster day on 10th December 2009 for Newham’s young people in Year 9 about to make option choices in 2010.

It was decided that the project should loosely be based on the Level 2 Unit 2.9 Retail Theatre, as young people rarely associate much of the creative design industry with retail.

Unit 2.9 gives learners an understanding of

.1 The techniques and technologies used by retailers to design the retail environment in order to enhance the customer experience.

2. How the design of the retail environment affects the customer.

3. The roles and responsibilities of visual merchandisers from concept to Installation.

4. How visual merchandising varies across retailers of different sizes and in different retail sub-sectors.

5. Aspects that contribute to visual product presentation.

6. How retailers can use different forms of product presentation to reach diverse audiences.

Whilst not all of the above aspects of this Unit could be covered, the project aimed to overcome negative stereotypes and false assumptions associated with the industry such as focusing on too narrow examples of careers seen on the shop floor. The aim was to give young people an opportunity to explore and use principles of design and creativity as well as problem solving and understand how these skills can be applied to the wider range of technical and professional careers within the retail sector.

By overcoming misconceptions about retail and giving the students a positive experience it allowed students to make informed choices about Diploma learning and more specifically the Diploma in Retail.

The Deputy Headteacher followed this up by speaking to the Learning Manager for English and as a result the time table of some six lessons across eight Year 9 English lessons was devoted to this project.

This included some double lessons to give quality time with access to the Design and Technology department. The date for the launch was set for January 8th 2010, over two weeks, before options in February for all KS3 Year 9 students to have a foretaste of applied diploma retail business learning.

Context

Stratford is being regenerated not least through Europe’s largest urban retail and leisure destination. The Westfield Shopping Centre is a magnet drawing in big retailers into Stratford City with a range of professional career opportunities. Retailers such as the John Lewis group and Marks & Spencer locating in Stratford City, together with the Retail Academy being launched in 2011, will give local people access to training and employment pathways; indirectly this project also aims to embed such knowledge among the wider learning community of Newham.

Planning and time table

The project was delivered in Year 9 English lessons with curriculum links to functional English skills as students had to communicate and negotiate their ideas amidst their allocated teams and were briefed that they would have to present their concepts to their teacher and peer group. A winning team would then go through from each of the 8 classes to the final presentations on 21st February. In total each class would have one double and two single lessons to complete the brief – some four hours in total.

The brief of the project was sent to the school and the Deputy Headteacher who disseminated through to the English department and made suitable room bookings including a room for the final presentation.

This allowed the Manager of the project to then book employers associated with the retail sector, practitioners planning the retail diploma and Westfield staff developing the Stratford shopping centre as well as a range of other facilitators covered in the Employer section.

|Day |Time |Lesson |Group |Class |What covered |Employer |Where in |

| | | | | | |Requirement |School |

|Friday 8/2 |8.3 - 9.00|  |PC Assembly Whole |ALL |Inspirational launch |Jenny Cowan (JC) |  |

| | | |Year 9 | | |Paul Cannons (PC) | |

| | | |Launch Retail | | |Deborah Millington| |

| | | |Theatre | | |(DM) | |

|  |14.10 - |S |Class A |30 students |Customer Service / |PC DM JC LT |E3 / 5 |

| |15.10 | | | |Presentation | | |

|5Tara Lucas|8Lydia |  |10Michelle Walcott |  |  |  |  |

|TL |Thornley | |(MW) | | | | |

|6Mary |LT) | |11Steve Smith (SS) | | | | |

|Godward( |9 | |12Peter Moore | | | | |

|MG) |Srabantika| |13 John Watson (JW) | | | | |

|7Mick |Dasgupta | | | | | | |

|Pearce(MP) |(SD) | | | | | | |

Outline

The following briefing paper was sent to the school to brief the teachers followed by more detailed lesson plans to outline the content to be covered in the time scale:

A Taster for Diploma in Retail (Year 9)

Aim:

To ensure students make an informed choice about this line of learning as part of their options choices at KS4 and counter any negative stereotypes associated with a major sector of employment in the UK.

Supported by Employers

• Paul Cannons Manager Stratford City Education

• Faisal Bakht Think Store

• John Browning National Skills Academy

• Jenny Cowan Westfield

• Juliet Loughnane National Skills Academy and Ambassadors

• Tara Lucas Work Place

• Ruth Lydall Stratford City Education

• Heather Macrae Ideas Foundation

• John Moore Debenhams

• Steve Smith NCFE,

• Michelle Walcott NCFE

• Georgina Stevens Retail Ambassador (Clinton Cards)

• Deborah Millington (Red Border)

• Mary Godward MickPearce & Mary Design Ltd

• Lydia Thornley Design Consultant

• Peter Moore Retail Ambassador (Debenhams)

How

Students to work in small Groups of 4 -5 to design and produce on 2D / assorted paper:

• A captivating logo and window display for a potential Women’s clothes and accessories store to locate in Westfield’s shopping centre in Stratford

• A plan of a store layout of individual items and accessories for sale

• A descriptive presentation outlining ideas concepts of their shop for Westfield who are looking for some 300 new and exciting retail outlets

Other background information

Over 4 lessons students will have to:

• Be creative and ensure store will be new exciting and different from any other outlets.

• Be able to design a store able take on other similar shops

• Convince teachers , employers and Westfield that their store could give customers a unique experience and superb customer eservice

Skills needed

Students will have to:

• Work in a team and allocate tasks ie work smarter not harder – be effective and efficient

• Resolve conflict

• Be creative

Lesson Plans

Delivery Retail Theatre based on 2.9 (1- 6 learning Objectives)

Lesson One Exterior Theme / Type of Store

Meets Learning objectives

• 4 How visual merchandising varies

• 5 Aspects that contribute to presentation

• 1 Retail design

Led by teacher

• Support from Paul Cannons and at least one other employer including:

• Jenny Cowan (Westfield)

• Mick & Mary Designers

• Deborah Millington (RedBorder)

• Tara Lucas (Work Place)

Teacher input to cover

1. You are new women’s clothes and accessories shop looking to locate in Westfield’s shopping centre in Stratford.

2. Westfield is looking for new and exciting retail shops to fill some 300 outlets and your task is to convince them that:

• your store will be new, exciting and different and potentially one of these outlets.

• It will be competitive and able to take on other similar shops

• It will give customers a unique experience and superb customer eservice

3. Your task over 4 lessons is to

• Design an eye catching logo

• Design a window display

• Design a floor plan of where each accessory of chosen goods will be located

• Decide what extras you can offer the customer

• Write up a brief presentation outlining your ideas and plans to give to Westfield / other employers visiting

4. Your first task is to form teams that have creative skills, self management, good communications, research and analysis ie do not just work with “friends” you know.

5. In teams discuss personal experience of which shops you go in which you avoid in terms of exterior, brand / image, interior, price.

6. Conduct brief research on web similar of outlets eg Next, Miss Selfridge, Topshop, Online shops and any other stores of which you have knowledge, then decide what type of store you wish to set up.

7. By end of lesson students as a minimum should have completed design name, corporate identity, colour, font, logo and target market eg age range of shop

8. Remind students “Shops are not just rooms full of stuff you might like to buy they are a form of entertainment “ Mary Portas

9 Remind students to look at shop windows on their way home!

Employer Input

• Give teams time to settle

• Introduce your self – which organisation you are from – how you can help

• Ask which members of team are concentrating on what task

• Start to probe which market sector they are targeting eg teens, young people , older / senior clientele plus price range of goods eg TX Max, Monsoon or H&M

• Ask how their logo will reflect the theme of their chosen store

• Ask what type of store they are designing

• Encourage, praise ideas

Lesson Two Implementation – Exterior Theme

Meets Learning Objective

• 1 Retail design

• 6 Different forms of product presentation to reach diverse audiences

Led by teacher

• Support from Paul Cannons and at least one other employer including:

• Jenny Cowan (Westfield)

• Deborah Millington (RedBorder)

Teacher input to cover

1. Students must create a captivating design for a Window display ie snapshot of what customers can expect that will grab their attention in less than 3 minutes (average time customers look at windows) - should be innovative, well balanced colourful with props and a theme and should draw customers into the store

2. Remind students that some of group could also be working on interior layout eg see “Lesson 3”

Employer Input

• Introduce your self – which organisation you are from – how you can help, your experience if any

• Ask what type of store they are setting up – ideas behind it

• Question probe what is best in a window why the group has chosen a certain theme, manikin

• Allow your self to be a sounding board to their ideas but avoid telling them what they should do!

Lesson Three Interior Theme

Meets Learning Objective

• 2 How design of retail environment affects customer

Led by teacher

• Support from Paul Cannons and at least one other employer including:

• Faisal Bakht (Think Store)

• Jenny Cowan (Westfield)

• Srabantika Dasgupta (14 -19 Team)

• Deborah Millington (RedBorder)

• Steve Smith (Newham College of FE)

• Lydia Thornley (Designer)

• Michelle Walcott (Newham College of FE)

Teacher input to cover

1. Students must decide among themselves which categories / items for sales will be on display within the store

2. Then decide location of each item eg perfumes by the door and hand bags at rear ?

3. By end of lesson students should now check their logo, window display and store layout are in all in place

4. If time begin to get onto Lesson Four ie writing up rationale behind your ideas logo, window display and store layout to capture and stimulate attention and maximise sales!

Employer Input

• Introduce your self – which organisation you are from – how you can help, your experience if any

• Ask questions about what choices students have made

• Ask what type of store they are setting up – ideas behind it

• Who they think will buy their goods

• Why their store will be able to overcome competition

Lesson Four Final Touches Customer Service / Presentation

Meets Learning Objectives

• 3 roles and Responsibilities

• PLTS Team workers and Independent Learners

Led by teacher

• Support from Paul Cannons and at least one other employer including:

• Jon Watson (Westfield)

• Ruth Lydall (Stratford City Education)

• Deborah Millington (RedBorder)

• Georgina Stevens (Clinton Cards)

Teacher input to cover

1. Ask students to think about what additional services their store can offer eg – gift wrap, flowers, loyalty cards

2. Students must write up a brief 5 minute presentation of their Brand / Store ideas behind window display, interior layout plus any customer service on offer in an “Executive Summary” – no more than one page

3. If time students produce small cards to hand out about their store and its unique customer experience!

4. Towards end of lesson each group to present their case in less than 2 minutes

5. Teacher to elect a winning team to go through the finals and relay to Deputy Headteacher to co-ordinate time slots for each of the finalists to present on 21 January 2010.

Employer Input

• Consult with teacher

• Use evaluation form

• Judge the winner from the class !

• Give feedback on form overleaf – your comments useful as standard will be high and difficult to pick overall winner from class !

Employers

The project was a foretaste of not only the Retail Diploma but Diploma learning in general that includes embedding Information Careers and Guidance and employers from relevant sectors assisting with the learning and relating it to the applications in industry. The project was richly supported by a range of employers and Diploma providers and thanks go to all of the below:

• Faisal Bakht Think Store

• John Browning National Skills Academy

• Jenny Cowan Westfield

• Mary Godward MickPearce & Mary Design Ltd

• Juliet Loughnane National Skills Academy and Ambassadors

• Tara Lucas Work Place

• Ruth Lydall Stratford City Education

• Heather Macrae Ideas Foundation

• Deborah Millington (Red Border)

• Peter Moore Debenhams*

• Steve Smith NCFE,

• Georgina Stevens Retail Ambassador (Clinton Cards)

• Lydia Thornley Design Consultant

• Michelle Walcott NCFE

*Use was made of the Retail Ambassador Programme which was introduced to the Diploma Delivery Group by John Browning of the National Skills Academy. As a result John Moore from Debenhams was alerted to the project and agreed to act as a judge on the finalists panel and Georgina Stevens from Clinton Cards came in to advise the students on the progress of their work. Both also contributed to the students understanding of the range of employers within the Retail sector.

Further details of the Retail Ambassador Programme are outlined below:

The Retail Ambassador programme has been developed by Skillsmart Retail to allow retail staff to champion the sector in schools and colleges across the UK, encouraging young people to consider a career in retail thereby raising its profile which offers excellent job, career and training opportunities.

To request an Ambassador to a forthcoming event, please complete the form below and return to: retail.ambassadors@. Once received, we will confirm if we have an Ambassador in your region and their availability to attend. Thank you.

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Paul Cannons Deborah Millington – Red Border

14 -19 facilitation helps with group discussion

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Jon Watson – Westfield Michelle Walcott –Newham College gives on overview FE gives advice

The Launch

The launch of the project took place on 8th January 2010 in a Year 9 assembly. The manager of the project, Paul Cannons gave a brief outline of the project in the overview section below.

Jenny Cowan (Westfield) set the project in the context of the Westfield Shopping centre with some stunning Power Point displays of the what the Shopping centre would be like in the near future.

The final presentation was from Deborah Millington (Red Border) who gave inspiring examples of her work as a designer in retail and reassured the audience that she would be giving her expertise to the project.

Some of the points outlined in the assembly:

Overview

The Project

• Your school leading on offering Diploma in Retail

• Need to make informed choices on your options

• Retail Theatre Project over next two weeks to give you a flavour of relevant professional careers emerging in Stratford City

• Taking part in a visual merchandising competition including producing a retail window display

• In competitive teams work alongside employers including RedBorder and tutors from FE colleges who will deliver the Diploma in Retail

• Use similar commercial skills as in retail including your creative and communication skills

• Understand application in visual merchandising – superb on CV!

• Project high profile, filmed ( and will be shown as best practice across London Borough of Newham) plus presentations to Westfield

• Introduce Jenny Cowan (Westfield) and Deborah Millington (Red Border)

Westfield Stratford City

The Westfield Group

• The Westfield Group is the largest retail property group in the world

• Employs over 4,000 staff worldwide

• Undertakes ownership, development, design, construction, funds/asset management, property management, leasing and marketing activities

Stratford City Context

• The UK’s largest retail-led, mixed use development

• Gateway to the 2012 Olympic and Paralympic Games

• 700 acre Master Plan

• A new transport hub for London

Westfield Stratford City

Europe’s largest urban retail and leisure destination.

In 2011:

• 1.9 million sq ft retail and leisure space

• Anchored by John Lewis / Waitrose and Marks and Spencers

• 1.45bn development

Europe’s largest urban retail and leisure destination.

• Over 300 fashion, food and lifestyle brands

• New retail concepts, independent boutiques and international high street brands

• Fresh food retailing, contemporary dining offer, restaurants and bars

• A state-of-the-art 12-screen Vue cinema

• A 3-level internal arcade, external streets and public squares

• 5,000 car parking spaces including rooftop and underground car parking

• 8,500 - employees will be needed to open the centre in 2011

• 300 – individual employers that could be recruiting for Stratford City

• £12m – invested by Westfield in construction and retail training projects for local people over the next few years

Jenny and Deborah also reminded the audience of the different types of retail careers – also reinforcing the message that on a Diploma course students are continually reminded of how the skills they are using can be applied in industry including:

• Sales

• Operations

• Buying

• Merchandising

• Retail Management

• Marketing

• Human Resources and Training

• Finance

• Head Office – Senior Management

Jenny Cowan (Westfield) sets the context at the launch of the project

Key point For further information go to

Key message I

A visual merchandiser creates window & in-store displays in shops and department stores, taking responsibility for the look of the store, with the aim of promoting goods in order to maximise sales

Key message II why is Visual Merchandising important

VM generates constant sales growth

A sales floor designed in conformity with the brand…

stimulates new needs and desires

incites impulse purchases

regulates and leads the customer/buyer

allows for targeted presentation of products and offers

A perfectly implemented product presentation and the best sales vehicle of all

Key message III VM helps to create long term brand image for the retailers

A sales floor designed in conformity with the brand…

transfers the brand image to the sales floor

creates long-term brand sympathy

creates trust through orientation

Your own sales floor is the best advertising vehicle of all

Key message IV VM helps to convert retail space into a mechanical sales system

A sales floor designed in conformity with the brand…

leads the customer through the entire sales floor

makes self-service possible through structured construction

creates more productive sales areas requiring fewer personnel

A well-structured sales floor promotes less need for personnel and high efficiency

RedBorder

• Established in 2006

• Multifaceted visual merchandiser service provider

• Working with retailers to implement window displays

Key Message V to reinforce Visual Merchandising

Communication consistency of brands

Entice customers into the store

Use of wider window displays to promote key lines and seasonal brands

Improve customer retail experience

Increase sales

• Use of brand image materials lighting and colour to create design plan and present: Store look, window display, inspire merchandise. Signage. Point of sales. Focal point, enhance space and layout

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Filming

A decision to film the project was taken, to show a pilot for a future diploma learning line of learning relatively unknown to students and to overcome any negative associations.

The film addresses these issues and should inspire young people interested in Diploma learning at KS4 and KS5 in colleges by seeing their peer group engaged in a new type of learning interacting with employers and providers working on an inspiring aspect of retail.

It will be shown to the wider community to reassure parents and guardians about the possibilities of carers pathways within this diploma as well as references to the local regeneration associated with the sector.

The film interviewed several providers who will be delivering the diploma as well as many of the employers who took part on the project. It also showed a backdrop of students workings, the finalists and some “student voice” interviews.

The film of the Project will be uploaded onto the Managed Learning Environment within the Retail Business Diploma section. It can then be accessed either for option choices at KS3 or support the actual delivery of the Retail Business Diploma at KS4.

Awad of Blue Sky Media interviews Sarah Bonnell students at work on the project.

Other areas covered and explored in the film included:

Providers

• Explaining their role

• Involvement in the Retail Diploma

• Any areas of expertise able to contribute to the Diploma

• Experiences visiting the Y9 Students

• Details of the launch of the Retail Diploma

• Key employability skills that students will gain on this diploma?

• Wishes for those students who elect to take the Diploma in terms of the local context and job opportunities?

Employers

• Explain input

• How involved in the Retail Diploma

• (Westfield – on the Retail Academy being launched and how it will relate to the Diploma in Retail )

• Any areas of expertise able to contribute to the Diploma

• Experience visiting the Y9 Students today

Classroom visual aides and resources

(Please note these images below are for reference only and may not be reproduced without written permission from Red border)

Many of the students had picked up the key messages from the assembly launch but to reinforce what visual merchandised involves and what they should aim to achieve over 4 lessons, the below visual aides were used throughout the lessons.

Many teachers used the messages below and four Red Border examples of what a final presentation might like overleaf. The later was also reproduced on card and shown to individual teams as further stimulus to generate ideas and check all components were being covered by individual members of the team.

Why Visual Merchandising is important

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An example of a possible Visual Window display and store layout with key points for the students to think about in their own teams

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Towards the end of lesson 3 – 4 a useful Power Point outlining the check list of elements to include or think about for the final presentation was shown to the students.

Presentation Tips

Marking Criteria

Clear and confident pitch

Captivating logo

Attractive window display

Clear rationale behind store layout

Customer service

Originality & creativity

Clear and Confident pitch

Does everyone in the group contribute?

Are you clear about who is saying what?

Have you practiced?

Remember to speak slowly and clearly maintaining eye contact with your audience

Captivating logo

Do you have an interesting and unique logo?

Does the logo represent the theme of your chosen store?

Is the logo consistent with the image of the shop?

Attractive window display

Does the window display show a snapshot of what customers can expect inside?

Will the window display grab customers attention in less than 3 minutes?

Is it innovative and new?

Is it well balanced?

Is it colourful?

Are there props?

Is there a clear theme?

Would it draw customers into the store?

Clear rationale behind store layout

Is it clear which categories / items for sales will be displayed in the shop?

Does the plan show clearly where different things will be located?

Will the store layout help attract students attention?

How will the store layout help increase sales?

Customer service

What will you do to keep customers happy?

Have you produced business cards?

What additional services would you offer?

Gift wrap

Flowers

Loyalty cards

Originality and Creativity

Is your shop original and unique?

Have you used a range of different methods?

Does your shop and presentation stand out?

Overall

Check you have completed all sections

Make sure that there are consistent themes and messages throughout your presentation

Do you have a completed executive summary?

Final presentations

Lesson 5 Winning Heats Presentations to Employers panel 21/01/09

Meets Learning Objective

• Communication

• Time management (10 minutes maximum)

Coordinated by

• Teresa Smith Deputy Headteacher – time slots of 10 minutes for students to come out of normal lessons.

• Paul Cannons Stratford City Education Project to welcome teams, panel and direct film crew.

Criteria

• In theory there was to have been 8 finalists ie one drawn for each of the 8 class. However, the commitment and engagement of the students was such the standard was high enough to warrant some 12 Groups being in the final.

Panel of judges

• Jenny Cowan (Westfield presentation)

• Deborah Millington (RedBorder)

• Peter Moore Debenhams

• Mary Goodward

• Mick Pearce

• Michelle Walcott (Newham College of Further Education )

Method

• Judges complete evaluation forms

• Decide overall winner

• Commend runners up

• Teachers to announce overall winner in assembly

• Arrange display of project’s work for parents

Students

• Best group from each of 8 classes presents, receives feedback

• Completes student evaluation sheet ie what they have learned from being engaged on this project

Other

• Film launch of project due March 2010

Guide for Panel of Judges

Finalists on 21 /01/09 10.00 – 12.00

Panel Consists

• Peter Moore (Debenhams)

• Jenny Cowan (Westfield)

• Deborah Millington (Red Border)

• Michelle Walcott (Newham College of Further Education )

• Mary Goodward and …

• Mick Pearce (Mary and Mick Design)

Format

• Panel should have a chair person and co chair to welcome students and introduce panel

• Chair should collate overall scores / prepare brief feedback

• Co Chair to add up marks from each of the panel and assist with feedback (please bring calculators!)

• Other members of panel to assist in making fair and equal judgements and write up certificates ie Gold for overall members of winning team and Silver for other teams that were outstanding or bronze for the remainder of teams who took part

• The panel may ask a couple of questions within this time frame

• The panel may wish to ask the students to leave a sample of work to assist in final decision of overall winner

• Ask winning team to come back for photo shoot

• Panel should be prepared to be filmed and interviewed after wards

School

• To draw up finalists (between minimum of 8 – 12 maximum)

• Clear list of student names in team to help panel of judges prepare Westfield certificates

• Designate suitable quite room

• Allocate runners to have each group seamlessly presenting one after another

• Book tea coffee refreshments for panel plus water on table

• Decide format to announce results and publicity

• Possible lunch to meet staff at school

Students

• Students will be presenting on a carousel basis whereby they will be summoned from lessons to present their concepts, mainly on card of design paper

• Students should be reminded they have only 10 minutes to “sell” their ideas

• Must bring poof they can be filmed or indicate to film crew they prefer not to be

Winners

“The Cube” awarded a Westfield Gold Certificates by the panel of judges:

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Tharshini – The logo, Fashion, Staff Uniform

Suad – Customer service, shop layout

Rhianna – Introduction competition

Sally – profit, price range

Abenaa – window display, manufacturers

• Rhianna – Hello, my mane is Rhianna and this is Tharshini, Suad Abenaa and Sally and together we’re the Cube,

Our shop is themed around the Rubik’s cube mainly because we cater to a young audience and we wanted our shop to be colourful and funky. We all wanted Cube in our name and so at first we came up with The Cabinet Cube but later we thought it was unsuitable and couldn’t agree with an adjective to go before Cube, we finally agreed on The Cube which we all thought sound simple but sophisticated.

We each had our own individual roles within our group and made sure we did a lot of research so that we made the right decisions in our furniture, fashion and prices.

Tharshini – talks about the logo and her market research

Abenaa –talks about the window display and the manufacturers

Suad – talks about the in store layout and the reasons behind it

Sally – talks about figures and estimated profits

Rhianna talks about our target market and our competition

One of the 12 teams presenting to the panel of 6 judges and under additional pressure of being filmed

The Runners up were highly commended and awarded Silver Certificates, as follows:

• Amethyst

• Catwoods

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Catwoods present their window display and store layout design

• Nosferatu

Feedback

Teachers

1. How was your teaching on the Retail Theatre Project different to normal lessons?

“It was much more student led, meaning the task was explained and they had the rest of the lesson to get on with it - English usually involves a series of mini lessons within on period.”

Julie Smith (English 9R)

“Arrangement in groups (which we do sometimes for oral / drama or collaborative assignments) . More colours and drawing and design than English normally deals with.”

2. What learning did you observe within the classroom?

“Group collaboration and delegation. Brain storming not only prior knowledge but new ideas.” Julie Smith (English 9R)

“Lots of cooperation and collaboration within groups – design and art work as well”

3. How useful was the employer input and employers that visited your class ?

“Very useful it made the project feel more professional and the girls enjoyed sharing their ideas with the experts!” Julie Smith (English 9R)

“Helpful and pro active”

4. If the school were to run a similar project next year what changes would you suggest?

“More briefing for the teaching staff involved in terms of what to focus on and how the final 1 -2 lessons should be played out.” . Julie Smith (English 9R)

“Advance notice of the exact timing – we only knew on Friday that it was scheduled for the following week having attended the assembly which was sadly semi audible for students at the rear.”

5. Overall has this project been a positive experience for your students

“I believe so – it was nice to see those girls who are not necessarily attached to specific social group working with others and sharing their ideas.” Julie Smith (English 9R)

“Definitely yes – all groups agreed on this”

6. Any other comments you would like to make:

“It was an enjoyable experience thank you.” Julie Smith (English 9R)

“I would be helpful to have a summary in one or two lines as to what should be achieved at end of each lesson.”

Key Quote

“The project was a great success and I think we have found a number of candidates who will be interested in participating in the retail diploma that will be on offer to students from September. To enable students to consider their long term employability interests alongside the regeneration in their local area is fantastic.” The Deputy Headteacher Teresa Smith:

Students

1. How was your learning on the Retail Theatre Project different to normal lessons?

“You got to work with friends we also got to do something we enjoyed and have an interest in. I really liked this project.” Zaira Y9 student

“Something creative and working as a team a different experience.” Y9 Class S

“It gave us experience of something different and something that we could be doing in the near future.” Y9 Class

“Because it was fun and enjoyable, different because it is something we like to do.” Nazffa Tanzim, Maymura Y9 Class

“It was exciting, it pushed us to think deeply and gave us much experience.” Ayat Jaimita Farhana Afra Naushin Ariana Y9 Class

“It was interesting and exciting.” Y9 Student

“In normal lessons we just sit in partners but now we get to be in groups.” Y9 Student

2. Which of the following did you find most useful on the Retail Theatre Project (you may tick more tan one choice)

a. Working with employers

b. Working in teams

c. Working to deadlines

d. Learning about different types of jobs in Retail

e. Information about local regeneration and careers in Stratford City

f. Other (please supply details)

“I found useful working with employers and with our teams, the employers gave us a sense of what we are doing and what they are looking for. Our teams help us to put something / everything together.” Zaira Y9 student

“We found out it is not that easy to create a shop - need more things to make it perfect.” Nazffa Tanzim, Maymura Y9 Class

3. List at least two things you learnt from the Retail Theatre Project ?

“Retail isn’t easy but enjoyable and it depends on your talent – you don’t have to be clever.” Michelle Asamoah Y9 student

“How displays are created within store and shows different perspective ” Y9 Class S

“We learnt that everything in retail has to be planned out. We also learnt that things need to be planned out very carefully.” Y9 Student

“Learning about the design and layouts of shops was really interesting. Enjoyed the experience about work.” Ayat Jaimita Farhana Afra Naushin Ariana Y9 Class

“We know more information about our area. We know all about business.” Y9 Student

“It’s hard work and we learned about what shops need.” Y9 student

4. As a result of the Retail Theatre Project in terms of 1 - 5 (1 = Not interested 5 = definitely will take this option) would you consider taking the Diploma in Retail as one of your options choices next year?

“I am not sure what I wanna take but now I’ve experienced this, I feel confident and interested in Retail.I think it’s 4. I am definitely thinking about Retail now.” Zaira Y9 student

“Yes” Y9 Class S

“3 -4 “ Year 9 Class

“3 -4” Nazffa Tanzim, Maymura Y9 Class

“4” Ayat Jaimita Farhana Afra Naushin Ariana Y9 Class

“5 yes we will all take diploma in retail as one of our options because it is interesting” Y9 Class

“1” Not interested Y9 student

5. What further information do you require about a career in Retail ? (Please supply Name and contact details below)

“General information, visit to a Retailer.” Yes Y9 Class S

“How we would be handling things with other workers.” Y9 Class

“Experience about each Retail Theatre ie more tasters.” Ayat Jaimita Farhana Afra Naushin Ariana Y9 Class

6. Finally how have your ideas / perception at the beginning the Retail Theatre project changed about careers in retail compared to the end of the project?

“Would consider applying for more creative roles.” Y9 Class S

“We might want to do retail as a job and we might also want a retail career.” Y9 Class

“Its changed our thoughts completely, we thought Retail was all about presentations not designing. There are a lot more opportunities.” Ayat Jaimita Farhana Afra Naushin Ariana Y9 Class

Employers

John Burton Development Director, Westfield Stratford City said:

“This retail project has been a great example of how our support for Stratford City Education Projects (SCEP) encourages the young people of Newham to realise the opportunities that will be opening up in their community. SCEP has already carried out a number of projects relating to design and construction, and it is fantastic to now think about retail and the 8,500 retail jobs that we expect to open up at Westfield Stratford City. With the development of our on-site Retail Academy which will offer job brokerage and retail progression training we hope to excite the local community about the upcoming opportunities.”

Jenny Cowan - Westfield Stratford City Community Relations Manager

“I thought the retail ‘taster’ programme was a great success and it was fantastic to see the enthusiasm that it generated amongst the girls. It challenged them in so many different ways – from creative skills, to research and planning and then the communication and presentation skills to present in front of a panel of judges. The attention to detail show in some of the presentations was truly amazing – and the student comments reveal that the project was a success in changing the often negative view of retail careers.

Certainly I think if there was more time to deliver such a programme in the future it could be improved upon and enable students to really understand the different retail career pathways in more depth, inspiring more young people in the process. We will also work with you to see if we can bring further employers on board.”

Deborah Millington – Director RedBorder Ltd

“It was an absolute pleasure working on the Retail Theatre with the students and all the professionals that shared their expertise.

Seeing the students work develop from their initial concept to the final presentations is a testament that this project really engaged and enthused them to consider the Retail Diploma as an option.

As a visual merchandising specialist I was amazed to witness the students gravitate towards the creative elements of the project, in particular the logo design, window display, in-store merchandising and even their approach to customer service which culminated with the presentation of some exceptional pieces of work.

Owing to all the retailers and industry professional support this project profiled retail to be as exciting and appealing career path as fashion design or fashion journalism.

Last year, 8% of the UK GDP was generated from retail, I believe now is the time to harness the skills of the students and keep them motivated in this subject which could only be a positive thing for the future of British Retailing.”

Ruth Lydall Stratford City Education Project Development Officer

“This project provided the young people with role models in the retail sector who were able to inspire and energise them helping to increase their understanding of the retail sector and potential future career pathways. The students were engaged in the project and able to develop their personal learning and thinking skills such as team work, presentation skills, time management and communication.”

Mick and Mary Designers

“As graphic designers, we were very impressed by the standard of the creative input from the students.

As every High Street is now franchised to the eyeballs it was great to see a project which encouraged ideas for different shops. The students were allowed to express their creativity without worrying about a polished standard of finish which obviously helped to produce originality. It would have been easy to copy existing shops. The girls obviously had their influences but they used them to create something original.

We were delighted to be involved in a project that encourages creativity and originality as that is key to the future of our design industry.”

Lydia Thornley

As a design consultant, I was impressed with the Retail Theatre project because it didn’t focus on design. People new to design tend to start with the visual detail; professionals start at the other end, with the problem. This project had all the depth in it that I would want to see.

With more time allocated to such a project, there might be scope to spend longer on the business concept. Winning teams could work with a retail design agency to visualise their stores to professional standard – bringing the store to life, giving extra insight into one of the careers connected with retail, asking the questions professionals have to ask themselves and in turn, providing robust case study visuals to feed back into the process.

And if it’s not already being done, case studies and career path stories could be harvested from employers to build a valuable knowledge base as the project evolves.

There’s tremendous scope both to involve an even wider range of employers – economists, fashion journalists, e-commerce specialists and a host of others – and in doing so, not only serve the diploma well but at the same time, enable schools to make the most of the cross-curricular potential of the project. I’d be delighted to be involved again and I hope many more employers show interest.

Michelle Walcott

“It was a pleasure to actually witness the Diploma beginning to come to live with tangible exhibits. The group approach plus support is giving the project more chances of a big success.”

Deborah Millington

“It was an absolute pleasure working on this project with you and also

meeting all the other professionals that shared their expertise with the students.

Seeing the students work develop from their initial concept to their final presentation is a testament that this project really engaged them and hopefully enthused them to consider the Retail Diploma as an option.

Can’t wait to see the final footage!”

Georgina Stephens Human Resources Officer

“It was a pleasure, the students really excelled and I was amazed at the high quality of their work.

It was great to see people inspired by retail, the project really opened the students eyes to all the different options of a career in retail from merchandising to branding.

I would like to thank you for promoting the retail sector so well, all your hard work really paid off.”

Employer and Provider Contacts

Westfield Stratford City Community Relations Manager 

Westfield Shoppingtowns Ltd, Compound B, Leyton Road, London E15 1AA

P +44 (0) 20 8221 7208   

    

E jenny.cowan@westfield- 

|Faisal Bakht |Faisal.bakht@ |

|Jenny Cowan |Westfield Stratford City Community Relations Manager |

| |Westfield Shoppingtowns Ltd, Compound B, Leyton Road, London E15 1AA |

| |P +44 (0) 20 8221 7208    |

| |Jenny.cowan@westfield- |

|Ruth Lydall |Email: Ruth.Lydall@.uk |

| |Tel 07896547820 |

|Tara Lucas |tara.lucas@.uk |

| |02084304331 |

| |Workplace |

| |Boardman house |

| |64 Broadway |

| |Stratford E15 INT |

|Mick and Mary |Mary & Mick Design |

| |info@ |

| | |

| |02084681568 |

| | |

|Deborah Millington |Deborahmillington@redborder.co.uk |

| |Visual Merchandising Specialist |

| |redborder.co.uk |

| |RedBorder Ltd |

| |Mail: info@redborder.co.uk |

| |web: tel: 020 7100 4052 / 07940 215 532 |

|Steve Smith |Stephen.smith@newham.ac.uk |

|Teresa Smith |TeresaSmith@ |

|Georgina Stephens |Email:Georgina.stephens@clintoncards.co.uk |

| |Tel No: 02085028291 |

| |Fax Number:   02085028282 |

|Lydia Thornley |Lydia@thornley.co.uk |

| |thornley.co.uk |

| |07711 198173 |

|Michelle Walcott |Michelle.Walcott@newham.ac.uk |

Dissemination

Celebrated

The imaginative display of articles was exhibited at Sarah Bonnell School and samples will be taken to Newham Dockside. The film will also be used as a case study to encourage other students to consider this line of learning or retail as a career. It will be available on the Managed Learning Environment.

Resource development

This resource has been validated by Diploma delivers, teachers and thanks go to the students for incorporating some of their designs.

It is also a foundation for the type of teaching and learning students might encounter on any of the diplomas with a strong emphasis on work-related learning and employer engagement. Its emphasis on design also has strong resonance with the Creative and Media diploma.

Uptake and Wider dissemination

This resource is available on the school’s intranet and the Newham secondary website as well as existing teacher networks, and the “TES” website.

Secondary..uk(click on secondary networks)

tes.co.uk

Lessons Learnt

General

The project was delivered in an extremely tight deadline and produced some outstanding results at the beginning of the Spring Term in time for the options.

The teachers, highly adaptable, would have liked a separate staff briefing on the project although they found the briefing papers useful and had on display in class.

Some teachers would have liked a summary of one or two bullet points clearly outlining what had to be achieved at the end of each lesson.

In terms of teams, students naturally want to work with their own colleagues so there were some groupings of less than 4 and some teams as big as 5 or 6. This had an impact on the work each team was able to produce in the time allocated although output did not necessarily correspond to the size of the group.

Access to the Design and Technology Village within the school assisted teams with resources to give the presentations a more professional touch. A double lesson built into delivery also assisted progress on the project

It would have been better to have chosen 8 – 10 winners regardless of which class they came from as standards varied enormously between forms, rather than the original decision to pick one winner from each of the classes.

The finals - feedback from the panel

If there was more time to deliver such a programme in the future it could be improved upon and enable students to really understand the different retail career pathways in more depth, inspiring more young people in the process.

Logo and window display possibly shouldn't have been put together in one judging category. Some window displays were far better than the logo and vice versa.

Rules of the shop (no smoking/eating etc), emergency exits, where the clothes will be made, discounts - these things are not that important at this stage. Ideas and the visual elements are what should be concentrated on and the students’ time would have been better spent fine tuning the creative work. But it was nice to see they were thinking about recycling, caring for the planet and not exploiting people.

It was a valuable exercise in presentation skills. Some were clearly naturally good at presenting.

We were impressed with the amount of original ideas. It would have been easy to copy existing shops. The girls obviously had their influences but they used them to create something original.

From the amount of work produced, the students obviously enjoyed the project and the experience may encourage some of them to eventually pursue a career in this sector. It must have been better than normal lessons!

Conclusion

The feedback from teachers, students and employers has been overwhelmingly positive.

The engagement of employers was essential to not only give technical advice but act as role models, advise on possible careers and inspire the students engaged on the project.

The students were clearly engaged in this type of applied learning and related well to a variety of employers who came in to support.

Some students have elected to choose retail as a career, some are considering this of learning and some have not but at least all are better informed. This emphasises the continuing need for robust Careers Information and Guidance in schools so young people can make informed choices about their options and eventual career pathways.

Recommendations

A minimum of 4 lessons with a final fifth lesson for the finals.

A double lesson with access to additional resources from Design & Technology useful.

But if more time it would be really useful to give students an understanding of the different retail career pathways in more depth, inspiring more young people in the process.

Separate briefings for teachers to absorb the aims , milestones and resources associated with the project.

Access to Power Point and load relevant slides shows on network, if available within curriculum area.

Useful to have print out of template design so students can have a bench mark to aim for and check they are on target.

A summary of what needs to be achieved in each lesson.

Appendix

Internal observation sheet to be used on tour around class and handed back to teacher in charge or Paul Cannons

| |Name Group 1 |Name Group 2 |Name Group 3 |Name Group 4 |Name Group 5 |Name Group 6 |Name Group 7 |

|Team all working | | | | | | | |

|contributing | | | | | | | |

|Captivating logo | | | | | | | |

|/window display | | | | | | | |

|Clear store layout | | | | | | | |

|Thinking about extras | | | | | | | |

|in terms of customer | | | | | | | |

|service | | | | | | | |

| | | | | | | | |

|Originality creativity | | | | | | | |

|Other comments | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

Example of Internal observation

|CLASS: N |Name Group 1 |Name Group 2 |Name Group 3 |Name |Name Group 5 |Name Group 6 |

| |Mz Frdz |Funkii House |Glamorous |Group 4 |Lollipop | |

| | | |Boutique |Fashion | | |

| | | | |Fits | | |

|Team all working |Yes some more |Working well as |Working very well |Took the longest to |Took a little | |

|contributing |vocal than others |a team and they |as a team |come up with the |while to come up | |

| | |all understand | |idea of their store |with and agree | |

| | |the Brief | |but seem to |with direction of | |

| | | | |understand the brief|company | |

|Captivating Logo/ |Good use of bright|A bit slow to |Eye Catching and |Once brought to life|Using very bright | |

|Window Display |colours |come up with |very girlie |I believe that this |colours | |

| | |logo and have | |has potential | | |

| | |not decided on | | | | |

| | |colours | | | | |

|Clear Store layout |Considering what |Still working on|Good draft for | |Still sketching | |

| |in store will |the window |store layout fun | |ideas of what | |

| |look like and what|display |and functional | |shop floor will | |

| |equipment to use | | | |look like and | |

| | | | | |deciding on how | |

| | | | | |many floors | |

|Thinking about |Gaining an |Have not reached|Yes including | |Have come up with | |

|Extras in terms of |understanding of |that stage yet. |packaging and | |basic customer | |

|Customer Service |what customer |But their idea |discounting loyalty| |service | |

| |service is and |is coming along |cards | | | |

| |thinking of some |and if they put | | | | |

| |creative ideas |some additional | | | | |

| | |hrs in they may | | | | |

| | |just pull it | | | | |

| | |off. | | | | |

|Other Comments |This group have | |Would like to see | | | |

|Creativity etc |really shot ahead | |this group in the | | | |

| |in their | |final as they have | | | |

| |preparation I and | |worked hard to | | | |

| |intrigued to see | |bring their ideas | | | |

| |if they have | |to fruition with | | | |

| |continued with | |lots of thought. | | | |

| |their efforts | | | | | |

Panel of Judges

Winning Heats Presentations 21 /01/09

Rate on scale where 1 is uninspiring and 5 Captivating!

|Max score 25 |Name Group 1 |Name Group 2 |Name Group 3 |Name Group 4 |

| | | | | |

|Clear and confident | | | | |

|pitch eg all members | | | | |

|contribute | | | | |

| | | | | |

|Captivating logo and | | | | |

|window display eg would | | | | |

|attract target customers| | | | |

| | | | | |

|Clear rationale behind | | | | |

|store layout | | | | |

| | | | | |

|Thought about extras in | | | | |

|terms of customer | | | | |

|service | | | | |

| | | | | |

|Originality creativity | | | | |

| | | | | |

|Total score | | | | |

Teacher Evaluations Sheet

Name of Teacher (you may keep this return anonymous if you wish)_____________________________________________

1. How was your teaching on the Retail Theatre Project different to normal lessons?

2. What learning did you observe within the classroom?

3. How useful was the employer input and employers that visited your class ?

4. If the school were to run a similar project next year what changes would you suggest?

5. Overall has this project been a positive experience for your students

6. Any other comments you would like to make:

Please return to either Teresa Smith or Paul Cannons

Student Evaluations Sheet

1. How was your learning on the Retail Theatre Project different to normal lessons?

2. Which of the following did you find most useful on the Retail Theatre Project (you may tick more tan one choice)

a. Working with employers

b. Working in teams

c. Working to deadlines

d. Learning about different types of jobs in Retail

e. Information about local regeneration and careers in Stratford City

f. Other (please supply details)

3. List at least two things you learnt from the Retail Theatre Project ?

4. As a result of the Retail Theatre Project in terms of 1 - 5 (1 = Not interested 5 = definitely will take this option) would you consider taking the Diploma in Retail as one of your options choices next year?

5. What further information do you require about a career in Retail ? (Please supply Name and contact details below)

6. Finally how have your ideas / perception at the beginning the Retail Theatre project changed about careers in retail compared to the end of the project?

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