The Vital North Partnership works with Newcastle University students across the three University faculties and at different stages of academic study. Through formal teaching activities, jointly organised events, placements and internships, and collaborative PhDs, I find students are really inspiring and enthusiastic partners to work with!
In July 2019, I went to the Newcastle University Professional Services Conference and the Advance HE Teaching and Learning Conference to present a poster about Newcastle University and Seven Stories’ work on teaching and learning in partnership in 2018/19. Here’s the poster that I presented:
It was great to be able to share and talk about lots of different activities at these conferences. I included our Sense Explorers workshops in summer 2019, the music events that students have organised and supported, as well as the sea creatures that the STEM outreach team brought to visit Seven Stories back in September. It was also really interesting to look at the subjects that the Vital North Partnership covers, which shows the breadth of disciplinary areas we engage with.
The poster also featured Dr Michael Richardson’s third year module, ‘Geographies of Gender and Generation’, where students worked with Seven Stories to plan and deliver storytelling workshops with two local schools. And I even had space to mention some of our placements and projects!
I really enjoyed both events, which gave me an opportunity to talk to colleagues across Newcastle University as well as from other higher education institutions around the UK. They were both inspiring days and I made some interesting connections for the future.
When asked by our lecturer what we wanted to do for our Music Enterprise event as part of the MUS3095 third-year module, we knew we wanted to do something educational, fun and for a good cause. We all had some prior experience of working with children in music education events through outreach projects, work experience or student placements. This became the focus for our events management project.
We began the process by visiting Percy Hedley School, a charity-funded school for children with additional needs based in Jesmond. After meeting with the headteacher and the music teacher at the school, we began to realise the unique approach they took to music education. More than anything else this visit inspired us and we realised that music really can be so much more than the notes on a page.
After this inspirational visit, we decided that we definitely wanted to do an event for children that would be interactive and participatory throughout. We wanted to have the event open for families to be able to come along, have fun and engage in music. Our next mission was to find a venue to host our event.
At the beginning of the semester, Rachel had come to Newcastle University and talked to us about the possibility of hosting an event at Seven Stories. We met with Rachel and Rose Mockford, the Events Co-ordinator at Seven Stories, at the end of November to see if they would be interested in working with us and luckily for us, they were!
We had the basic structure for our event but we still needed a theme to tie our ideas together. We were aware that there had been other musical events based upon books held at Seven Stories that were successful and so we began to discuss books that had been influential in our childhoods. ‘Elmer’ by David McKee was suggested and we quickly realised that this story was ideal for our event. Not only could we envisage how this wonderful story could be musically adapted, we also felt that the themes of finding happiness and accepting our individuality resonated with our experience of visiting Percy Hedley School.
Seven Stories informed us that this would be fitting as they are celebrating the 30th Anniversary of the story with their Elmer and Friends exhibition. We spoke to our fellow students and found a group of keen, enthusiastic musicians excited about the opportunity to perform together. The Elmer’s Colourful Concert band consists of Rebecca Roberts (singer), Joe Issa (pianist), Glen Bruinewoud (trumpeter) and Alex Utting (trombonist) but be assured they won’t be the only people making noise on the day!
As we’re putting the final touches on our event, we would like to welcome you to join us for Elmer’s Colourful Concert on Sunday 17th March, 2:00-2:45pm at Seven Stories, Ouseburn Valley, Newcastle-Upon-Tyne, Tyne and Wear, NE1 2PQ. It’s a 45 minute event aimed at children aged 7 and under and their families. Tickets are £5 per person (including children and adults) and you can book online via the Seven Stories website!
Thanks Christie, Sarah, Kate and Loren! I’m really looking forward to your Colourful Concert – where there’ll be a very special visit from a certain rainbow elephant…
…and at the same time, Career Development Module students have been working with Seven Stories, developing skills in exhibitions, internal communications, events, and creative learning to enhance their employability.
Final year student Lucy Napier is participating in both of these modules, so I caught up with her to hear about her experience of two very different collaborations.
Hello Lucy! Tell us a bit about yourself.
Hiya Rachel! My name is Lucy Napier and I am a stage 3 student, studying Business and Geography as part of my Combined Honours degree. I have interests in hanging out with friends and horse riding BUT I also like working hard to try and graduate!
This year, you’re undertaking a Career Development Module with Seven Stories – what’s that, and why did you choose to do this as part of your degree course?
The Career Development module runs in both Stage 2 and Stage 3. I chose to do it in my third year so I could have an idea as to what I am interested in terms of career choices. I chose Seven Stories for my placement as I researched into their core beliefs and what they do as a non-profit and I loved everything about them, from keeping original drafts of great children’s authors in collections at Felling to the workshops and exhibitions they give to the local children in the North East area. I chose to do this as part of my degree as it is a nice change than sitting in lecture halls and this module gives us good work experience and guidance for our future careers.
What have you been doing at Seven Stories during your Career Development Module placement so far?
My title at Seven Stories is Internal Communications Volunteer, and over my year here I am aiming to identify improvements in communications between Seven Stories’ three sites. Having researched within the business and conducted meetings with various people across the organisation I am aiming to bring together everything I have found to design and come up with an internal communications strategy.
And you’ve also been studying as part of the Geographies of Gender and Generation module. That’s been quite a different experience, I imagine?
Yes, it has been. I found the module very interesting as it was looking at life through an intergenerational and sometimes a feminist lens, it taught us how gender and generation can be created through society and how society can be affected by them. For example, we learnt about age-friendly cities and how spaces can be designed to benefit younger generations. I really enjoyed this module as it made you rethink a lot of things and that gave me another perspective on society and geography as a whole.
Tell us about the work you did with Seven Stories as part of the Geographies of Gender and Generation module.
As part of the module our assessment was based on working with children, alongside Seven Stories. We had to get into groups and deliver a storytelling to a group of children. My group looked at Elmer and the Hippos by David McKee. We then designed an activity based on teamwork as we thought that was the main theme within the book. The aim of this work was to watch how my age group act with younger children and this is known as intergenerational practice. We then had to write up a report on the work completed and how we learnt from the children and how they learned from us.
How did you find the final GEO3135 workshop with the children from Hotspur Primary School and Marine Park Primary School at the Great North Museum: Hancock?
The final workshop was good fun and very different to other work I have had to do as part of my degree. My group worked with Year 4 children from Marine Park Primary School. We found that the children felt that Elmer and the Hippos was too young for them. However, they loved our teamwork activity of being blindfolded and trying to find cones, and looking back we should have made tried to extend this element of the session.
What has it been like seeing two very different sides of Seven Stories’ work – and what have you learned?
Having worked on both sides it has given me a unique view. I have seen Seven Stories through the customer’s view through GEO3135, as we had an exciting storytelling along with an activity. These were based on the book Not Now Bernard by David McKee which was good fun as we could be children! Then through my Career Development Module, I can see how all the events are organised by Seven Stories, how much effort goes into organising a day within the Visitors Centre and how much everyone works their absolute hardest.
What impact will your work with Seven Stories have on your future studies, research and career plans?
My work within Seven Stories has made me look more into a career working within non-profits. It has impacted me so much that I am looking at going to India working with children and teaching them English for a few months after I have graduated.
Is there anything else you’d like to tell us?
I would just like to add that I love everything that Seven Stories do, I think they are a fantastic charity and I have loved working there! And if you haven’t been to visit, I really do recommend it, it’s a fantastic day out for families.
Thanks Lucy! I’ll look forward to seeing the results of your Career Development Module placement – good luck!
Seven Stories: The National Centre for Children’s Books and Newcastle University share the ambition that Newcastle becomes a centre for excellence in children’s literature – for collections, research, learning, engagement and professional practice.
From 2015 – 2018, Seven Stories and Newcastle University worked together on the Vital North Partnership, a strategic development programme funded by Arts Council England’s Museum Resilience Fund. This aimed to:
Enhance and scale up their collaborative partnership
Increase Seven Stories’ financial resilience and diversify income
Support Seven Stories’ long-term business planning
Arts Council England funding, matched by Newcastle University, supported the employment of a Partnership Manager (me!) to lead the collaboration, and provided a project budget.
Developing a museum / university partnership
The Vital North Partnership has strengthened and significantly developed Seven Stories’ collaboration with Newcastle University, through activities including:
Developing a detailed options appraisal for Seven Stories’ future infrastructure, and securing funding through the Higher Education Innovation Fund to explore models for the long-term future of the collaboration.
Through the project, Seven Stories’ work became embedded within Newcastle University’s structures, and enhanced their financial resilience.
For Newcastle University, new research collaborations were developed, wider audiences accessed academic research, and the Partnership provided unique opportunities for teaching and learning.
The partnership between the two organisations has been recognised by Arts Council England through the 2018 – 22 National Portfolio scheme, and with match funding from Newcastle University, we are looking forward to an ambitious programme over the next four years. And for more information on that – watch this space!
There’s an interesting relationship between charities and business. Charities are organisations established to meet a charitable purpose, for the public benefit – not for profit. They are part of what’s sometimes called the ‘third sector’, falling between public services and private enterprise. And of course, charities share similar activities to private companies. They generate income. They employ people. They produce end of year accounts, marketing strategies, business plans…
The purpose of the Management Consultancy Project module is to give students experience of working with a real employer on a live issue. Module leader, Sarah Carnegie, explains: “The module is one of the final year capstone modules that students at the Business School can take. It provides an opportunity for our students to apply the skills and knowledge gained in their studies and is an example of work integrated learning. Research shows this style of learning can assist students in developing their career management skills, as well as being a challenging academic project. The management consultancy projects are key to the Business School developing links with businesses and promotes employer engagement.”
Students: Louisa Abercrombie, Thomas Crozier, William Inkster, Matthew Parnell, Emma Roberts, and Amos Syn were assigned to the project. In consultation with Seven Stories, they defined a project brief to “recommend ways for the client to improve and simplify the overall performance of memberships, in order to maximise revenue in turn improving long-term sustainability.”
After initial meetings with Seven Stories’ Chief Operating Officer, Jon Riley, and Seven Stories’ Development and Relationships team in October 2017, the students began their research. They identified Seven Stories’ market position and competitors, examined Seven Stories’ existing data and secondary data and conducted and analysed primary research including surveys and focus groups.
They then used this research to inform their conclusions and a series of recommendations for enhancing Seven Stories’ membership schemes, which they presented to Seven Stories with their final consultancy portfolio and written report in March 2018.
For Emma and the student team, “Working with Seven Stories gave us all a valuable insight into challenges businesses face and allowed us to actively seek solutions to help a real situation. Every one of us developed skills, contributed to the research and gained real work experience. When we faced challenges, we worked together as a team to overcome these. We all thoroughly enjoyed forming innovative and creative solutions together with Seven Stories to enhance their fantastic business.”
Sarah Carnegie added that: “Academic staff agree the initial scope of the work that the student group may engage with, but it is down to the group to actually deliver. Each student group has weekly contact, during term time, with a member of academic staff as it is important to build momentum and it’s amazing to see how engrossed the students become in their projects and how hard they work for their clients.”
And Seven Stories were impressed with the professional way that the students approached the project. Jon said: “From the very first meeting with Emma, Tom, Will, Louisa, Matt, and Amos, it was obvious that they were really engaged with the consultancy project. They defined their own brief and worked with a number of colleagues in our team to gain a thorough understanding of our work. The conclusions the students came up with were interesting and innovative – we’re actively considering implementing some of their recommendations over the next year.”
What’s next? We’re discussing a second management consultancy opportunity with Seven Stories for the 2018/19 BUS3053 cohort. We’re also talking about collaborating as part of Newcastle University Business School’s MBA internship pilot later in 2018. Watch this space!
On 8th March 2018, Seven Stories hosted a special event, Little Folk, organised by students Imogen Bose-Ward, Megan Savage, Ada Francis, Becca Twist and Frankie Hay from Newcastle University’s Music BA Honours course.
Having worked with this cohort to deliver a Musical Creepy Crawlies event at Seven Stories in March 2017, Seven Stories were happy to offer this year’s students the same opportunity – to deliver an event as part of their public events programme. In October 2017, I went to one this year’s initial Music Enterprise lectures to meet the students and talk to them about Seven Stories.
Straight after the lecture, Imogen emailed me to let me know that her group wanted to work with us: ‘We are really interested to collaborate with Seven Stories to create an event based around music, dance and storytelling from around Newcastle.’
And – that’s exactly what they did! Over the months leading up to March, with support from Jane and the Seven Stories team, the students developed an interactive event, Little Folk, exploring folk songs and stories from the North East. They approached folk performers Alistair Anderson,Amber Jayne Cox and Heather Ferrier to take part, developed the programme and accompanying handouts, and created some beautiful marketing materials:
And all their hard work led to a sold-out event on 8th March at Seven Stories. The families who came to Little Folk sang the Blaydon Races with Amber, heard Alastair tell the story of the Lambton Worm and Heather taught us how to clog dance. And alongside that we heard the Northumbrian pipes, waved ribbons and played with sensory props, and even tried out the concertina! Here’s a taster of the event in the Little Folk promotional video that the students created:
For Imogen and the student organising team, “We were delighted to see such a fantastic turn out and we were really pleased with the event itself and some of the feedback we received from the audience. Hosting an event in collaboration with Seven Stories has been a really fascinating process, and it has been incredibly rewarding seeing how our input into such a brilliant charity has created an event that will hopefully leave an impression on the young audience. Seven Stories have a fantastic loyal audience base, which helped us sell out our debut event. We are now interested in developing what was initially supposed to be a one-time event for a university module into something larger, perhaps by looking into how this event could be held in other areas of the country where there are musical and cultural traditions.”
From Jane’s perspective as their module leader, “The students created an excellent event, with a strong brand and a compelling storyline for their marketing, which has enabled them to attract and engage their audience. They have developed a workshop format which could provide the basis for a future creative enterprise. The Music Enterprise module is intended to help students prepare for their future careers in the creative sector, which may be freelance or self-managed. The Little Folk team have devised, organised and presented a highly successful event, working in an effective partnership with Seven Stories, which will have enhanced their skills and confidence, personal resilience and professional development, and has added to their CVs.”
And Seven Stories loved it! Rose Mockford, Events Co-ordinator, said: “It has been a pleasure to work with this group of students who demonstrated a high degree of professionalism in all aspects of their event planning. Our young visitors and their families really engaged with the varied event programme which the students had devised and our unique Attic space was used effectively create a relaxed family event.”
“Little Folk was particularly special as it offered the opportunity for young people to creatively collaborate with Seven Stories to share local musical traditions and engage and build our audiences. Since this event we have hosted another musical event from Opera North and many visitors booked for this having first attended Little Folk – a true testament to the success of the project!”
Thanks to the students for all their hard work in delivering such a successful event! And it seems appropriate to end with a quote from The Blaydon Races: “Thor wes lots o’ lads and lasses there, all with smiling faces…”
Seven Stories believes that the books children read help them to better understand themselves and the world around them, and they are passionate about championing inclusive children’s literature.
Dr Michael Richardson, leader of the Geography BA’s third year module Geographies of Gender and Generation, approached Seven Stories last summer about a new teaching collaboration focussing on challenging gender stereotypes. As part of this module, students are asked to develop a campaign or activity which promotes gender equality, and then reflect on this through a written assignment. In the 2017 / 18 academic year, Dr Richardson wanted to provide a focus for his students that would allow them to “explore intergenerational practice as an intervention method for the promotion of gender equality”. Having previously worked with Seven Stories on their 2015 Big Ideas project, Dr Richardson saw Seven Stories as a potential collaborator.
After receiving support through the School of Geography, Politics and Sociology’s Learning, Teaching and Student Experience fund to kickstart the project, we developed resources and a programme of student workshops, leading to a final event with children and young people at Seven Stories.
In the first workshop, Jayne Humphreys (Learning and Participation Co-ordinator at Seven Stories) and I introduced the students to issues around gender representation in children’s literature. We also introduced the five books that the students would be focussing on in the final schools event:
Next, the students were asked to pitch which book theywould like to work with. The students said:
“[Izzy Gizmo] promotes the idea of science and technology as a viable career choice for young girls rather than the typical caring roles that are often shown in children’s books. I also like… that the main character is of an ethnic minority”
“I think [Tough Guys (Have Feelings Too)] is… about allowing people of all genders to be more well-rounded human beings. Encouraging emotional literacy in boys in particular is a really simple and effective way to tackle a number of serious issues… This benefits everyone, including women”
Having chosen their books, the second student workshop focussed on storytelling and engagement techniques. Jayne led the students through Seven Stories’ approach to story times and how to use stories as a starting point for other conversations and activities. MP for Newcastle Central Chi Onwurah also attended this session, speaking to the students about the gendered workplace.
In November 2017, the students welcomed a class of Year 5 children from nearby Hotspur Primary School to Seven Stories. Working in groups, the students presented a 30-minute session with a small group of children, where they read their story together, discussed the questions about gender that the books raised, and took part in activities such as games, dressing up and drawing.
The students said:
“I thought it was a really creative way to put something we’ve learnt in lectures into a real-life situation.”
“I think the event at Seven Stories was really beneficial for us, as well as the children. Storytelling is definitely a good way of getting some big ideas out to them… I’m going to use this event as experience towards my future teaching career too.”
Teaching staff at Hotspur Primary School said, “We all had such a wonderful time at Seven Stories – what a great workshop!”
For Dr Michael Richardson, “This collaboration with Seven Stories has enabled me to enhance my teaching practice and improve the student experience. My module promotes intergenerational practice, or in other words, methods of bringing groups of people of different ages together. Of particular note was the impact of the local primary school children on my final year undergraduate students. This highlighted just how much children have to teach us as older people and reinforced just how much intergenerational work is a two-way learning process.”
And Jayne Humphreys said: “For Seven Stories, this has been a wonderful opportunity to engage the children of Hotspur Primary and to work collaboratively with the University students. Using children’s literature to challenge, inspire and empower children and young people is at the heart of the work we do at Seven Stories and it was a pleasure to be part of a project which brought intergenerational groups together and engage children in our local community to think about these big issues.”
What’s next? The students have submitted their assignments reflecting on the workshop, and these are being assessed; I’ll also be interested to hear their reflections on this in their module evaluation questionnaires. Following that, we’ll be evaluating the project and thinking about plans for next year. So, watch this space!
Thanks to the GEO3135 students, Dr Michael Richardson, Jayne Humphreys and Hotspur Primary School for their contributions to this blog post.
Victoria: Hello! I’m from Texas and graduated from Texas State University with a BA in philosophy, and trained as a special education teacher before starting my MA here in Newcastle.
Samantha: I’m Samantha Dunning. I did my undergraduate in Anthropology from Kutztown University of Pennsylvania. I always loved museums, both visiting and volunteering, so decided to get my MA Museums Studies and hopefully turn my love into a career.
Tell me about the Museums Studies MA course – how are you finding studying at Newcastle?
Samantha: I’m very happy with my decision to attend Newcastle University. The modules were stimulating, theoretical and practical. I’ve enjoyed living in Newcastle. There are plenty of museums and historical places to visit. It’s also one of the friendliest places I’ve been.
Victoria: It’s been absolutely exhilarating! The course has been very practically useful, and we’ve had some fascinating guest lecturers and opportunities for hands-on work. The museums in and around Newcastle are all top-notch and there’s always something new and exciting to go check out.
What attracted you to do a placement at Seven Stories?
Victoria: I actually heard about Seven Stories before I even moved over here; everyone who knows my love of fairytales and children’s books told me I would fall in love with Seven Stories, and they were completely right! Having the opportunity to do my placement working with children and books was perfect for me.
Samantha: I have done little archival work in the past and wanted the knowledge and experience. With the installation of a new exhibition coming, I saw the opportunity to do other museum work. I wanted to get as much out of my placement as possible. Seven Stories offered that. As a lover of books, I knew the collections and exhibitions here would be of great interest to me.
So, what have you been up to on your placements?
Samantha: I have done a lot of different work in my 30 days. I helped with the framing for the Comics exhibition. I also created facsimiles of older, more delicate comics that the visitors could page through and read. I assisted in the de-installation of the Michael Morpurgo exhibition and the installation of the Comics exhibition. Finally, I worked on a new archive acquisition: researching, sorting, numbering, repackaging, etc.
How is your placement helping you to develop the skills you’ll need for a career in the museums sector?
Victoria: Being able to focus solely on the way museum learning is developed and delivered has been so useful; our MA course touches on a little of everything, which is wonderful, but having the opportunity to see how the particular area in which I want to make a career works in the real world has been fascinating – and, honestly, a lot of fun. I love museum learning but I definitely needed some practical know-how to back up the enthusiasm!
Samantha: I have definitely received some practical, hands-on experience in a museum and archive. I could use all of this in the future. I also witnessed many discussions and decision-making that I could look back to if I ever find myself in similar situations.
What have you learned from your placement at Seven Stories?
Samantha: I have learned some conservation techniques, archival research and database entry, the process of exhibition installation, condition checking and much more.
Victoria: I’ve learned how much impact reading outside of schools has for children both in school and in life in general, and how that informs museum learning programmes. Seven Stories does amazing work immersing children in stories, and that makes an incredible difference in school performance in addition to just being a whole lot of fun for the children. Museum learning programmes have a unique opportunity to be as engaging and entertaining as they are practical and useful.
Is there anything else you’d like to say?
Victoria: Many, many thanks to everyone on the Learning and Participation team and the visitor’s centre staff for making my placement experience so fantastic! I’m so thrilled I had the opportunity to be a part of the wonderful work Seven Stories does.
Thanks for all your hard work Sam and Victoria, and good luck with the rest of your MA!
The seminar was suggested by Sage Gateshead’sDave Camlin. It gave us the chance to reflect on our time working together on Northern Bridge so far, and “to explore some of the tensions and opportunities inherent in collaborative approaches to the generation of new knowledge.”
Of course, there are tensions; when you bring together any group of academic institutions, or cultural organisations, there is competition – for students, for audiences, for funding. And although learning is at the heart of what both universities and cultural venues do, the processes through which we generate knowledge are quite different. We speak different languages. We have different drivers. Working in collaboration requires negotiating all of these factors.
Another tension which formed a focus of conversation during the day was the inequality of engagement with the arts. The Warwick Commission’s Enriching Britain, Culture, Creative and Growth Report states that “the wealthiest, better educated and least ethnically diverse 8% of the population forms the most culturally active segment of all”. How to reach those beyond that 8% is certainly a challenge.
But democratising culture and knowledge is becoming increasingly important in both the higher education and cultural sectors. The Research Excellence Framework emphasises the impact of research ‘beyond academia’; Arts Council England encourages the organisations they fund to reach more demographically diverse audiences.
From my experience of working on the Vital North Partnership between Newcastle University and Seven Stories, collaboration holds exciting opportunities. Partnership helps to make our activities more interesting and diverse. At the intersections between universities, cultural organisations and communities, we can draw on our collective expertise to create new kinds of shared knowledge. And with increasing pressure on arts budgets, we can pool our resources and become more efficient.
I explored the Vital North Partnership’s unique ecology at the seminar, giving a Pecha Kucha presentation:
It was also interesting to reflect on what role Northern Bridge, as a Doctoral Training Partnership, has as part of our shared ecology. I think the ways in which universities and arts organisations collaborate is changing. We are asking different questions, and having new conversations. I work at this boundary – and I’m interested to see where we’re headed next.
What attracted you to do a Career Development Module with Seven Stories?
I’d previously been to the Visitor Centre in Ouseburn and loved it – the atmosphere, the exhibitions, everything. So when it came to choosing my placement, I was excited to see that Seven Stories was offering not one but three different options! Marketing, Environment, and Collections. I realised the Collections placement sounded best suited to me.
What are the benefits of doing a Career Development Module over a standard taught 20 credit module?
As I’m in my final year, this was my last chance to do a Career Development Module. I didn’t have any workplace experience, so throwing myself into a placement seemed like a good thing to do to help me gain important skills, especially as it would count for module credits at the same time.
So what have you been doing on your volunteering placement at Seven Stories?
During initial discussions about the placement with my supervisors, it came up that they had the Elisabeth Beresford collection, which was in need of sorting out! I have fond memories of The Wombles from when I was little, so I was very happy when they suggested my main task could be to organise the collection. I’ve come across some lovely illustrations, still images from the Wombling Free film, and countless adorable stories.
Towards the end of my placement I had the opportunity to spend some time at the Visitor Centre shadowing a Storycatcher and getting involved in a workshop with a school group, which was really fun. I also helped to review children’s books for the Hooks into Books scheme, which involves compiling packs of books that people across the Seven Stories team have read and reviewed, and sending them to primary schools.
What skills are you developing as part of your volunteering placement?
There has been opportunity to develop so many skills, new and existing. Aside from the Graduate Skills Framework that I need to keep track of for the module assessments, I noticed my work ethic improving a great deal – when I do work at home for other modules I get distracted all the time, but in the Seven Stories office the only distraction is the manuscripts I’m sorting through.
Also my planning and organisational skills have come on miles, as I have to make detailed notes each week so that I know where to begin next time. If I hadn’t written down where a particular few pieces of paper were, they could have been lost forever!
How will the Career Development Module impact on your future studies, research or career plans?
The module has required me to take a good look at my skills to consider what sort of career is best suited to my strengths. I’m never going to be amazing at communicating, but the work I’ve done at my placement has made me feel that I’m capable of more than I thought.
A personal skills audit that we did in one of the module seminars revealed that by far my main strength is personal enterprise – that means problem-spotting, coming up with creative solutions, and embracing new perspectives. Hopefully I can bring this to wherever I end up after I graduate.
Is there anything else you’d like to tell us?
Just that I’ve massively enjoyed my time at Seven Stories, thank you for the experience and I’m going to miss the team.
Thanks Charlie! If you’re interested in undertaking a Career Development Module in 2017/18, have a look at Seven Stories’ Collections and Exhibitions placements and apply now.