Listen to a series of case study presentations from previous CP3 delegates and hear about how they have applied ideas from CP3 in their own practice.

	Karen Anderson - Togetherness Listening to the opening speech at CP3 2006, I knew this was no ordinary conference. However I did not realise at that moment just how much those few days would inspire and influence my teaching, my skills and my whole outlook on education. Using case studies from two very different educational establishments, I will demonstrate how CP3 had an immediate, practical and positive influence on: structuring learning to better prepare students for the real world integrating ideas and issues from all parts of a school connecting and communicating with fascinating people
	Sam Eden - Film Industry Week My name is Sam Eden and I currently teach at Birchwood Junior School in Lincoln in a year 3 class. At university I studied a combined English and Media degree exploring all aspects of using media as a form to communicate messages. Shortly after qualifying to teach, the school took part in a visual literacy project aimed at using film conventions as a tool to support children’s writing. Using my university studies, I have been able to translate my skills to effectively teach children camera shots and angles, filming and editing skills and how the production of film impacts on their own writing. This year, Birchwood Junior School in Lincoln has been taking part in a whole school visual literacy project. As the children have grasped the concepts of film and been able to apply their knowledge to the analysis and production of film, it was felt that the children would be able to use their skills when looking at the other aspects of the film industry. The week was planned in school with the support of a Literacy Consultant who had previously attended CP3 and was able to translate her knowledge and skills learnt to the project. This presentation will briefly outline the learning that took place over the week as well as the finished media produced by the children. The aims of the project were to: provide opportunities for the children to apply their knowledge of film for a real audience and purpose to explore other aspects of film industry to understand the pre and post production processes continue to raise standards in Literacy, utilising the children’s knowledge and appreciation of film
	Jo French - From Classroom to Consultancy Since January 2009 Jo has been a Teaching and Learning Consultant in Lincolnshire. Part of her responsibilities involves delivering the LIME (Lincolnshire Moving Image Education) project to schools within the county. However her involvement began when she was a Literacy subject leader in a school involved in the project in 2008-9. Her own role has developed alongside that of the LIME project. Starting as a Literacy subject leader co-ordinating the project within her own school setting, Jo then became a Leading teacher for LIME before becoming a consultant. This journey has ensured that Jo has had very practical experience in co-ordinating, planning, delivering, training and monitoring the role of the moving image within the primary curriculum. Of particular interest to Jo is the use of moving and still image to engage and motivate whilst also impacting on the standards of both reading and writing across a range of subjects. Jo attended CP3 in 2008 for the first time, developing her own subject knowledge but also coming away with very practical activities to enhance her teaching with regard to moving image education. This presentation details how film and visual image has been introduced into one class, one school and then into many schools. It demonstrates the journey taken by one person - from teacher to consultant – and the role that film and visual image has played in promoting quality first teaching, enjoyment and engagement. This presentation is rooted in classroom practice, describing an individual teachers approach, a Literacy subject leaders approach, a leading teachers approach and finally a consultants approach. Regardless of the role, the focus is always on pupil progress, on enjoyment (of both pupils and teachers) and on the creative learning journey taken by pupils.