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Work with Creative Partnerships has involved a strong integration with teacher’s own practice and their curricula demands. A particular example is The Watery World of Islands that Amalgamated an artform with a science enquiry to examine the effects of water and fire on different materials. Work at Bedford Primary in Sefton, Merseyside, involved a residency to support a project on “Growing” and focused upon the microscopic life of the soil by the creation of a sheltered space to represent a magnified subterranean world. Activities included creating plants and mini-beasts from recycled elements, and developing pupil knowledge of new and alien words specific to the subject eg. Detritivore. Much of what I do focuses upon recycling memories and may involve creating artefacts that deal with emotive stories such as Memory Boxes. This has involved a strong collaborative process between parents and children which is an area I feel is neglected. This is particularly appropriate for PHSE, SEAL, literacy and history. I have a wide-skills base that can encompass mask-making (Green Lane Special School, Warrington), paper-folding, large-scale papier-mache, utilising recycled materials such as plastic bottles and work with willow and wire which have diverse applications across the curriculum. My work as a Creative Practitioner has involved a strong Transition focus that has dealt with the journeys of different groups of children in their lives. The materials and means have been very diverse including, for example, the making of recycled flowers to be planted by pupils (yr. 2) at their new school, and an Arts Council funded project that involved pupils creating driftwood and origami boats to symbolically represent themselves (yr.2 and yr.6). This project was particularly powerful in its utilisation of a ceremonial boat release to the sea at the end of the project. Work with Creative Partnerships has involved a strong integration with teacher’s own practice and their curricula demands. A particular example is The Watery World of Islands that represented a thematic week of events with diverse practitioners at Barrow Island School. My component involved collaboration with a teacher to develop a vehicle for the scientific testing of materials, part of the project involved creating a large-scale Viking boat created from recycled cardboard utilising traditional boat-building technique. This project explored history, language and Design & Technology as components and culminated in the celebratory burning of the boat as a means of understanding an irreversible change in materials. This project involved working with a widely-differentiated group of children which allowed older pupils to mentor younger children (reception-yr.6). Work at Bedford Primary in Sefton, Merseyside, involved a residency to support a project on “Growing” and focused upon the microscopic life of the soil by the creation of a sheltered space to represent a magnified subterranean world. Activities included creating plants and mini-beasts from recycled elements, and developing pupil knowledge of new and alien words specific to the subject eg. Detritivore. Much of what I do focuses upon recycling memories and may involve creating artefacts that deal with emotive stories such as Memory Boxes. This has involved a strong collaborative process between parents and children which is an area I feel is neglected. This is particularly appropriate for PHSE, SEAL, literacy and history. I have a wide-skills base that can encompass mask-making (Green Lane Special School, Warrington), paper-folding, large-scale papier-mache, utilising recycled materials such as plastic bottles and work with willow and wire which have diverse applications across the curriculum.