The curriculum at Freeman College centres on practical craft activities that build students’ skills and confidence. One of these is metalwork, delivered through three different sessions: Copper, Pewter and Spoon Forging. Students begin with apprentice-style projects that introduce core techniques and help them understand the properties of each material.
They start with smaller projects and progress to more complex service items once their technical skills have developed. As students become more proficient, they also contribute to the Student Line, a social enterprise through which they create items for sale at the Fusion café and at an independent makers’ shop. It is also encouraged to work on items of their own choosing for self-expression, as is the focus of the Jewellery sessions too.
This all mirrors the three-stage making process: first, making for ourselves; then, for a close family member or carer; and finally, for the wider community. This approach allows young people to learn through experimentation while recognising themselves as capable contributors to the world around them.
One student currently working in metalwork is C, who is completing an ambitious project using a familiar Freeman material: plumbing pipe. When presented with pipes of different sizes, she immediately put them together and noticed their similarity to a telescope. Surprised that no one had attempted a telescope project before, she reflected, “This shows how the college draws out the unique thoughts and creativity of its students.” From that moment, C committed to her most technical project yet: the Concertina Telescope.
Throughout the project, C has developed new skills and tackled significant challenges. She has needed to improvise continuously and, on several occasions, return to the drawing board to resolve unexpected problems. She has met these obstacles with resilience, strengthening both her problem-solving and critical-thinking skills. Reflecting on the experience, she said: “I found it stressful at times but also rewarding. When elements of the design became too difficult to achieve in a session, I had to step back and rethink what I was doing. I believe that this has helped me gain confidence in myself and my ability to advocate for things, which is a skill I have been targeting since arriving at college.”