1 2 3 4 Using the handout with the figure... Consider these - PDF document

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Using the handout with the figure... Consider these questions in groups Questions to consider: • what do the arts ‘look’ and ‘feel’ like to your students? • is there a continuity of provision across classes/teachers/year groups? • how do we ensure a progression of experience? • how do we ensure that students have a voice in the design of our arts offer? • are the expectations from students and parents the same in each year? 5

• provides a comprehensive audit tool, setting benchmarks for evaluating arts provision and enables you to identity areas for development • supports successful and sustainable relationships between education settings and arts and cultural organisations • embeds and enriches arts and cultural experiences across your school or setting as a whole • allows you to show you are proud of your school or setting’s achievements and are ambitious for the future • will help to promote your school or organisation to prospective students, their families and across the wider community • is a way of celebrating and recognising your school or setting's success in the arts and culture • provides valuable specialist advice about developing and building your arts and cultural provision through the Artsmark network • contributes to the cultural aspect of Ofsted requirement that a school promotes students’ spiritual, moral, social and cultural development “Schools remain the single most important place where children learn about Cultural Education. This takes the form of structured curriculum lessons in subjects such as history, English literature, art and design, design technology, drama, dance, film studies and music, alongside programmes of after school activities for children who wish to pursue a passion for a particular art form.” Cultural Education in England – Darren Henley’s review of Cultural Education (2012) “The 2010 Schools White Paper ‘The Importance of Teaching’ states that children should expect to be given a rich menu of cultural experiences.” Government response to the Henley Review 6

What do these percentages and figures refer to in Part 1 of the application? Questions to consider on a flip chart: • Do these these figures/percentages present any challenges? • What can be included/not included when making calculations? • What strategies might we use to ensure the data we collect is accurate? • Has your setting considered this as a development issue? Answers: Primary 12% - of curriculum provision over the year is dedicated to the arts 2% - No less than 2% of time should be spent on EACH of the four key art forms 1 - A minimum of 1 extra curricular arts activity is available for Year 2 pupils OR One named arts partner or visit is available for all students in each year group 15% / 8% - extra curricular arts activity for Year 2 pupils minimum participation rates of 15% of pupils balanced across genders with no less than 8% of either boys or girls who participate. 3 - A minimum of three extra curricular arts activities are available for each year group in Key Stage 2 20% / 12% - At Key Stages 2 there are minimum participation rates of 20% of students balanced across genders with no less than 12% of either boys or girls who participate. Secondary 12% - of curriculum provision over the year is dedicated to the arts 2% - No less than 2% of time should be spent on EACH of the four key art forms 4% - Fou r for mally accredited arts qualifications (from across 3 or more accepted art forms) are available at Key Stage 4 35% / 20% - minimum participation rate of 35% of the total number of students at Key Stage 4 balanced across genders with no less than 20% of either boys or girls who participate 3 - Three formally accredited arts qualifications (from across 2 or more art forms) are available at Key Stage 5 6 - A minimum of six extra curricular arts activities are available for each year group in Key Stages 3, 4 and 5 20% / 12% - 20% of students balanced across genders with no less than 12% of either boys or girls who participate 15% / 8% - At Key Stages 4 and 5 there are minimum participation rates of 15% of students balanced across 7 genders with no less than 8% of either boys or girls who participate.

Using the integrated approach to arts provision handout to do an exercise Questions to consider (put up on flip chart): • Does your school have a policy for the arts • What are the benefits of having an arts policy? • Is the arts curriculum profiled on your school website? • Are the arts included a distinct and identifiable element of the SPD? • Do we promote the value of the arts as best as we can? 8

Questions to consider (using flip chart): • Are there any commonalities across schools/phases? • What strategies have school/individuals used to address weaknesses or threats encountered? • How can developing action plans for the subjects/departments/faculties assist us? 9

Additional questions to consider (write up on flipchart): • How do we measure impact? • What might the perfect arts partnership look like? • Which artists and partners have we used? • Who might we want to work with? • How can we develop partnerships? • Where can we find out about artists and potential partnerships? 10

Using the recognising achievement and nurturing talent handout do the excercise 11

Additional questions to consider: • what mechanisms do we utilise to recognise achievements in the arts – internal certificates, good work assemblies, newsletters, sharing outside achievements? • how can these opportunities be linked to SEAL, PSHE and the wider ethos of the school? • do learners have an input into this area? • is Arts Award offered/signposted? 12

Arts Award’s unique qualifications support young people to develop as artists and arts leaders. The programme develops their creativity, leadership and communication skills. Arts Award is managed by Trinity College London in association with Arts Council England. 13

What staff development opportunities exist within schools to ensure that: (write on flip chart) • we create experiences, policies and practices that bring about consistently high quality in the school’s work? • we know, value and use the expertise of our staff? • we monitor and evaluate the professional development of staff? Use the handout worksheet to consider other ways to upskill staff 14

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RIO – South West Artswork – South East Arts Connect – West midlands ROH – East (south part of the East region & north kent) NNF – East (north part of the East region) Curious Minds – North West Cape UK – Yorkshire The Mighty Creatives – East Midlands Bridge North East (The Sage Gateshead) – North East AND - London: whose associate Bridges are: Apples and Snakes, Saddlers Wells, Lyric Hammersmith, The Roundhouse 16

Celebrate the achievements of your staff and young people! Celebrate and champion the value of the arts! If we don’t tell people how well you are doing they’ll never know! 17

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