Lead Creative Schools Prospectus

May 2015

Artes Mundi 5, educational group workshops

Front Cover: Light Animation, Arts Connection (image: Ben Davies)

Contents

Lead Creative Schools 2

What is Lead Creative Schools? 4

How does this fit with other initiatives? 5

Why become a Lead Creative School? 6

Why Creativity? 9

What do we mean by creativity? 10

What do I get by being a Lead Creative School? 11

The commitment we expect from schools 14

Eligibility 16

Selecting the Lead Creative Schools 16

Criteria 16

How to Apply 17

What Happens Next? 18

Further Information 21

Appendix 1. Role Description for Lead Creative School Coordinator 23

Arts Council of Wales is committed to makinginformation available in large print, easy read,braille, audio and British Sign Language and will endeavour to provide information in languagesother than Welsh or English on request.

Arts Council of Wales operates an equal opportunities policy.

Welcome

Thank you for your interest in the Lead Creative Schools Scheme.

We hope that youll be excited by the newopportunities available through the Scheme. It is one of the key building blocks of CreativeLearning through the Arts - an action plan forWales. Published in March 2015, the plan isjointly funded by the Arts Council of Wales andWelsh Government. At its launch, WelshMinisters reaffirmed the important role thatarts and creativity play in helping to invigorateand support learning in our schools.

These are essential ingredientsfor a well-rounded, rewardingand motivational learningexperience. Moreover, it is onlythrough having high qualityarts and creative experiences inschools, by valuing them andgiving them their deservedplace in our curriculum, bymaking them available to allchildren, especially those fromdeprived backgrounds, that wecan nurture the potential of ourlearners and develop the skillswe need for our economy.

Our commitment to fundingthe actions of this plandemonstrates our belief in thevalue of the arts and creativity.This shared commitment - inthe partnership between WelshGovernment and the ArtsCouncil of Wales - will bringabout a sea change in the waythat the arts and educationsectors work together to deliverbenefits for our learners.

Ministerial foreword, Creative Learning through the Arts -an action plan for Wales, 2015.

This Prospectus tells you all you need to knowabout the scheme, the way it operates and howyou can apply to be a part of it.

Lead Creative Schools

2

3School workshop, Community Music Wales

The Lead Creative Schools Scheme aims topromote new ways of working, with innovativeand bespoke programmes of learningdesigned to improve the quality of teachingand learning. Its about you, the school, and theparticular learning challenges that you mightbe facing. The Lead Creative Schools Schemeworks with you to provide the creative people,skills and resources that are needed to helpyou address these challenges.

The scheme uses well developed teaching andlearning techniques that are specificallydesigned to be practical and relevant to yourreal life curriculum demands. These techniquesare informed by extensive research fromaround the world into what makes a highperforming school.

Lead Creative Schools nurtures and developsthe creativity of learners so that they achievetheir potential, grow as well roundedindividuals and are prepared with skills for life.We want to make sure that in a rapidlychanging world, our children and youngpeople are able to meet the needs of theeconomy and to thrive within the increasinglycompetitive environment of day to day life.

So the Lead Creative Schools Scheme allowsschools to enter into a long-term programmewhich aims to support them to:

l work with Creative Practitioners in theirclassrooms to transform teaching andlearning;

l devise and implement a project orprogramme of work linked to individualschool development priorities;

l find creative approaches to literacy,numeracy and to reducing the attainmentgap between learners eligible for free schoolmeals (eFSM) and their peers;

l embed changes in teaching practice leadingto sustainable impact;

l put the arts and creativity at the heart ofschool life; and

l be recognised for their commitment toimprovement through creative teachingand learning and the arts.

Funding for Lead Creative Schools comes froma 20 million budget allocated to support theimplementation of Creative Learning throughthe Arts between 2015 and 2020. In total 10million from Welsh Government has beenallocated to match 10million in Lottery fromthe Arts Council of Wales.

Schools will begin to benefit from the planduring the 2015/16 academic year. During thelife of the plan it is envisaged that one third ofschools in Wales will have the opportunity toparticipate in the Lead Creative SchoolsScheme.

What is Lead Creative Schools?

4

This initiative is all about cutting with the grain,complementing and supporting schoolscurrent programmes of work. These proposalsare the Welsh Governments response to anindependent report Arts in Education in theSchools of Wales by Professor Dai Smith. Inagreeing the recommendations in that report,the Welsh Government made a pledge tocreate a plan that had at its heart a formalassertion of the major role it envisaged for thearts in education. It identified the need to usethe arts in support of the three nationaleducation priorities of literacy, numeracy andreducing the attainment gap; to consider howthe curriculum could be enhanced to includecreativity as a core theme; to support creativeteaching and learning and to establish regionalnetworks to champion the arts and education.

The importance of creativity and the status of the arts in the curriculum has since beenreaffirmed by Professor Graham Donaldson inhis fundamental Review of Curriculum andAssessment Arrangements in Wales. ProfessorDonaldsons Successful Futures report coverslearners from their earliest Foundation Phaseyears right through to Key Stage 4. Donaldsonoffers a vision of what successful young peopleleaving statutory education should look like inthe future, key to which is that they should beenterprising creative contributors, ready toplay a full part in life and work.

In describing this vision, Professor Donaldsonprovides a clear endorsement of the value ofputting creativity at the heart of the curriculumand the expressive arts as one of six Areas ofLearning and Experience proposed for theentire age range from 3 to 16:

The expressive arts provideopportunities for children andyoung people to explore, refine,and communicate ideas,engaging their thinking,imagination and sensescreatively. Engagement withthe expressive arts requiresapplication, perseverance andclose attention to detail,capacities that have benefitsacross learning more widely.

How does this fit with other initiatives?

5

Becoming a Lead Creative School will supportyour school to:

l address its school development priorities;

l bring about improvements in teaching andlearning;

l improve outcomes for learners; and

l develop their creativity.

The scheme will provide funding to enableschools to explore what creativity is and howCreative Practitioners can support them toaddress their challenges and priorities.Teachers are also able to nurture their creativityand develop their practice.

Lead Creative Schools will receive funding toexplore:

l how creativity and creative approaches toteaching and learning can improve learneroutcomes and support a change in thelearning culture in schools;

l creative approaches to addressingimportant School Development Plan (SDP)priorities;

l what it really means for young people to becreative and how you and they know whenit is happening;

l what teachers and other creativeprofessionals can do to encourage anddevelop that creativity; and

l the qualities of a high functioningclassroom and how it can support creativityacross the whole curriculum.

The Lead Creative Schools Scheme will supportinnovative, long term partnerships betweenschools and creative professionals. Thesepartnerships are intended to inspire schools todeliver the curriculum in ways which engagethe interest of learners through innovativeteaching. They also support young people tochallenge themselves in new ways, to gain inconfidence and to take on a more active role inlearning.

The defining characteristic of project activity isthe collaborative partnership between creativeprofessionals, classroom staff and learners.When these different communities unite, itinspires learners, brings the curriculum to life,and provides new ways for learners to engagewith subjects and to develop increasedmotivation for learning.

Why become a Lead Creative School?

Clay fun, Arts Connection

6

Inviting Creative Practitioners into your schoolcan:

l bring in new ideas, approaches andresources to support you to addressimportant priorities identified in your SDP;

l provide teachers with a rich practice-basedprofessional development opportunity,directly engaging them and their learners ina project as part of the curriculum;

l offer opportunities for cross-curricularlearning, supporting teachers to workcreatively and collaboratively across subjectboundaries;

l move you forward in your ambition for alllearners to benefit from excellent teachingand learning which is central to the WelshGovernments education improvement plan,Qualified for Life: an education improvementplan for 3 to 19-year olds in Wales;

l offer a new perspective, refreshing andreframing teaching practice;

l excite and inspire pupils making learningmore meaningful and authentic byengaging them with the world outside theirschool and by emphasising the real-lifedimensions to what they are learning; and

l bring pupils into contact with a variety ofcreative professionals who can sign-postopportunities for employment and furthereducation.

We anticipate Lead Creative Schools will placea strong focus on working with CreativePractitioners on projects that driveimprovements in literacy, numeracy and innarrowing the gap between pupils eFSM andtheir peers. What this actually looks like in eachschool will vary each of the programmes andprojects within them will be created asindividual responses to the needs of eachschool.

Some examples of creative learningprogrammes from around the world areprovided below.

l a visual artist worked with learners across curriculum subjects to improve attainment levelsin writing. Literacy tests were carried out before and after the project work which took placeduring a term. Results showed that 90% of learners went up two point scores in literacy;

l a performance poet focussed on how physical activity could improve and inspire children towrite. The project provided learners with new tools as writers alongside responsibility fororganising and reporting on their own sports event;

l a visual artist worked to explore how drawing from close observation could developlearners vocabulary;

l a creative writing and storytelling specialist worked with teachers, learners and parents toexplore creative ways to teach reading and writing.

Literacy

7

l a range of Creative Practitioners worked with a group of three schools to look at howcreative approaches could impact on attainment in maths. In one school a representativesample of pupils who were not identified as high achievers participated. This group oflearners exceeded their expected targets making average progress of 4.1 average pointscores;

l a digital artist worked with learners to make connections between maths and everyday life.The project explored the impact of presenting mathematical problems visually on results;

l a music practitioner explored different methods and approaches to learning maths throughthe process of incorporating music in maths and maths in music. Maths was exploredthrough stories, songs, and rhythms, riddles, learning and making real instruments;

l a visual artist worked with girls studying art and design technology to raise their confidenceand interest in maths. The project explored how maths and creative practice could expandlearning.

Numeracy

l drama practitioners worked with unmotivated boys to develop their writing skills using roleplay and a variety of writing activities including character development and story narrative;

l a film maker worked with a groups of girls who rarely participated in class. The projectexplored how creative approaches to self-expression could improve learners engagementin school;

l a theatre practitioner and animator worked with low achieving learners to improve theirmotivation, understanding and recall of maths concepts including time, distance andspeed. The learners worked with the practitioners to develop a number of short films. Wholeyear group test results showed that learners involved in the project achieved better resultsthan learners in the highest achieving set who has been taught using conventionalteaching methods; and

l a music technologist and film maker worked with a group of boys who found schoolchallenging. They encouraged them to take a more active role in their own learning and todevelop new aspirations.

Narrowing the gap

8

We know that in todays world, schooling willincreasingly become the basis of a creativesociety, of a creative economy and a creativeculture. Creativity, or being open to acquiringnew knowledge and innovative skills, willshape our world like no other force imaginable.

Creativity develops a young persons ability toquestion and make connections, and to growthe capacity for independent, critical thought.It can inspire young people with new ambitionand confidence, challenging poverty ofaspiration and breaking the cycle ofdeprivation caused by low educationalachievement.

Creativity can be the key that unlocks the doorto further and higher education, and in time,for some, even to employment. The world ofwork used to be about industry andmanufacturing; the key businesses of the

future will increasingly be in the fields ofcommunications, information, entertainment,science and technology. These all require highdegrees of creative imagination andentrepreneurial vision qualities that the artsare ideally placed to nurture and promote.

But for such creativity to thrive we need notonly to recognise the importance of the artsbut also to build infrastructures, programmesand ways of working that place the arts at thecore of our education system.

The Lead Creative Schools Scheme offersteachers across Wales the support to developcreative approaches to teaching and learningthrough an intensive programme that drawson the skills of Creative Practitioners who willover a period of time work closely withteachers, learners and schools.

Why Creativity?

9

Cr Adar Rhiannon 2014, Canolfan Gerdd William Mathias (image: Geraint Thomas Panorama)

The success of Lead Creative Schools dependson promoting the forms of creativity whichevidence suggests has positive educationalbenefits.

We therefore use a definition developed byGuy Claxton, Bill Lucas and Ellen Spencer of theCentre of Real-World Learning at WinchesterUniversity. Their work focussed on the need todevelop a language around creativity whichteachers and pupils recognised, valued and

At their heart, these definitions of creativityacknowledge the capacity of all children andyoung people to develop their creative skills.

were comfortable to use. The vocabularydeveloped was tested with teachers and inclassrooms. Teachers confirmed that thecreative habits of mind as defined by Claxtonet al were important in learning and easy torecognise. (A link to their work Progression inCreativity is included in the Further Informationsection of this prospectus.)

The five creative habits of mind and their sub-habits are defined as:

What do we mean by creativity?

1. Inquisitive Wondering and QuestioningExploring and InvestigatingChallenging assumptions

2. Persistent Tolerating uncertaintySticking with difficultyDaring to be different

3. Imaginative Playing with possibilitiesMaking connectionsUsing intuition

4. Disciplined Crafting and ImprovingDeveloping techniquesReflecting critically

5. Collaborative Cooperating appropriatelyGiving and receiving feedbackSharing the product

10

Becoming a Lead Creative School will offer yourschool a wide range of benefits.

A Creative Agent

As a Lead Creative School you will receivebetween 10 and 16 days support eachacademic year from a specialist called aCreative Agent. (Schools who apply as a groupmay receive additional support days from theirCreative Agent.) Arts Council of Wales willcontract and pay the Creative Agents. Inaddition you will receive funding in the form ofa grant from Arts Council of Wales to pay foryour project work in school. You can find outabout this and other support below.

Your Creative Agent will be with you on yourjourney as a Lead Creative School. They willsupport you to analyse what your needs areand to identify your starting point. Theyll alsoconsider how a creative project might be mosteffectively introduced and owned by yourschool. They will work with you to plan yourproject in response to your school needs anddevelopment priorities and will support you toidentify appropriate Creative Practitioners.

When youve selected Creative Practitioners,your Creative Agent will continue to supportyou through the detailed planning. Theyll alsobe able to support you and the creativepractitioners throughout the project tointroduce, reflect on and implement changesto teaching and learning. At the end of yourproject your Creative Agent will support yourschool to evaluate and reflect on the learningthat has emerged from the creative processand to consider how this might be sustained.

Creative Agents support schools and CreativePractitioners by acting as a kind of criticalfriend. This can, on occasions, mean askingchallenging questions within a supportivecontext. However, theyre there to supportschools and Creative Practitioners to work withyoung people as equal partners. Their key skillswill be their ability to challenge and supportnew practice in the field of creative learning.

Creative Agents are recruited from a range ofcreative professions such as artists anddesigners, theatre, music and danceprofessionals, poets, writers, film makers,digital artists and graphic designers. They arecreative thinkers and ideas generators. Theyrecommitted to working in partnership withschools to help realise the creative potential ofall learners and to make learning moreengaging and effective through creativeapproaches.

Creative Agents will retain their ownprofessional creative practice above andbeyond their involvement with Lead CreativeSchools. However, Creative Agents are selectedand trained to work specifically with LeadCreative Schools. The training they receivecovers the key phases of their work withschools. This includes diagnosis, planning,brokering relationships with CreativePractitioners, managing change, evaluationand embedding sustainability.

Creative Agents will be selected for theirexpertise in relationship building, partnershipworking, programme development anddelivery and brokering contractualarrangements with other practitioners. Mostimportantly, Creative Agents will support thedevelopment of reflective practice and fosterthe growth of professional learningcommunities in and across schools linking upto other initiatives in the Arts and CreativeLearning Plan.

As previously mentioned, the Arts Council ofWales will contract and pay the CreativeAgents.

What do I get by being a Lead Creative School?

11

Creative Practitioners

As a Lead Creative School you will receivefunding to pay for professional CreativePractitioners who will work directly with yourteachers and learners to plan and implementyour creative learning project. CreativePractitioners can come from a range of creativeprofessions. Below are some examples but thislist is not exhaustive. Your Creative Agent willwork with your school, your teachers andlearners to identify the skills and qualities youare looking for in Creative Practitioners andthey will also help you in the selection processtoo. Examples of Creative Practitioners include:

l animators;l choreographers;l cartoonists;l composers;l dancers;l dramatic enquiry practitioners;l film and video makers;l graphic designers;l illustrators;l gaming developers and programmers;l musicians;l painters;l photographers;l physical theatre practitioners;l playwrights;l poets;l sculptors;l storytellers;l textile artists;l theatre directors;l visual artists;l web designers; andl writers.

High Quality Professional Development

We start from a belief that teaching is afundamentally creative profession. Werecognise the creative skills that many teachershave and that they are well accustomed tofinding creative solutions to challenges. LeadCreative Schools aims to build on existing skills.

So its designed to help teachers to acquirenew skills, to promote the development ofcreative skills in school and to developcreativity within their own practice. Thescheme includes an inspiring and practicaltwo-day induction for teachers to support theirunderstanding of creative learning and thedevelopment of creative skills.

As part of a national network of Lead CreativeSchools, and in line with the National Model forRegional Working, you will also haveopportunities to share practice withcolleagues. This might include accessing otherprofessional development opportunities,networking with other teachers and schoolsand to access a wide range of other resourcematerials. Many of these new materials will beon a creative learning portal on Hwb, the all-Wales learning platform, including researchpublications, toolkits and best practiceexamples.

Funding

We expect that schools will be in the LeadCreative Schools Scheme for two years,receiving a grant of between 5,000 and14,500 each year. After their first year schoolswill have to demonstrate they have met therequirements of the scheme and that they havea clear plan for the next phase of theirinvolvement before they receive their grant foryear two.

In year two a number of Lead Creative Schoolsmay receive some additional funding tosupport a more intensive programme that aimsto support creative development across theschool. These schools will be identified duringthe first year of their project work as a LeadCreative School.

12

Individual schools, groups of small primaryschools, or a secondary school with a numberof their feeder primary schools, can apply to beLead Creative Schools. Groups of schools willreceive a shared grant.

As a Lead Creative School you will be able toaccess funding to support a creative learningprogramme targeted at a specific group ofpupils and teachers.

Grant funding will pay for your project workover each academic year you are in theScheme. You will be expected to make aminimum school contribution of 25% of thegrant total. This may be met by cash from yourschool budget and/or other grants (forexample your Education Improvement Grantor, if relevant, Pupil Deprivation Grant seebelow) and can include:

l supply cover costs you incur whenparticipating teachers are attending theLead Creative Schools 2 day induction andnetworking events; and

l the cost of your School Coordinators time (aminimum of 10-15 days) working to supportyour engagement as a Lead Creative School.

Schools may choose to enhance the project byincreasing the school contribution to morethan 25% of the grant total. We would expectincreased contributions to be in cash. The grantfrom Arts Council of Wales can only be used topay for professional Creative Practitioners towork in school on your Lead Creative Schoolproject and for the cost of materials. Weanticipate that Creative Practitioners will bepaid a minimum daily fee of 250. More detailsabout the funding available is provided in thetable below.

Lead Creative Schools Funding

Annual 2 Year Grant Total

Primary schools

Secondary schools

Primary groups

Secondary schools and feeder primaries

Partnershipfunding

(minimum schoolcontribution of

25% of the grant)

Total project cost

Grant

5,000

8,000

6,500

14,500

1,250

2,000

1,625

3,625

6,250

10,000

8,125

18,125

10,000

16,000

13,000

29,000

13

A financial commitment

Schools have to commit to make a minimumcontribution of 25% of the grant offer. Aspreviously mentioned this contribution caninclude:

l cash from your school budget;

l supply cover costs you incur whenparticipating teachers are attending theLead Creative Schools 2 day induction andnetworking events;

l the cost of your School Coordinators timeworking to support your engagement as aLead Creative School.

You may consider using your EducationImprovement Grant to cover part of your 25%contribution.

If your target group of learners is made upsolely of eFSM pupils, or if you candemonstrate that through your wholeclass/whole school approach eFSM pupils willdisproportionately benefit, then you mayconsider using your Pupil Deprivation Grant(PDG) to cover all or part of your contribution.(Please note: The PDG grant must be used withthe aim of bringing the performance of eFSMpupils up to that of non-eFSM pupils, and youmust be able to demonstrate the impact of theproject on core subject indicators for eFSMlearners.)

A commitment of time and resources

The scheme will require schools to commitresources, time and capacity and to managethe programme effectively. Lead CreativeSchools make a commitment to develop andinfluence practice in their own school byproviding ongoing opportunities to activelyshare learning and through the establishmentof a Lead Creative Schools ProfessionalLearning Network. They will also participate inregional and national networking events to

share best practice at meetings of LeadCreative Schools and through the new Arts andEducation Networks. Schools will be expectedto engage with, and support, the evaluation ofthe scheme. Typically this will involve providingdata, helping to generate case study materialsor participating in research.

Lead Creative Schools are expected togenerate, through collaboration, new ideasthat support creative teaching, learning andpartnership working and which help driveimprovements in literacy, numeracy and innarrowing the gap between pupils eFSM andtheir peers. They should be committed todeveloping the creative skills of learners.

A commitment to the scheme

As part of the deal, there are eight specificthings that, as a Lead Creative School, wedrequire you to do:

1. Identify teachers who are motivated toparticipate in the scheme and to allow themto take part in the Lead Creative Schoolsinduction programme (over 2 days);

2. Allow participating teachers time to plan,evaluate and reflect with your CreativeAgent and all partners and to activelysupport them to experiment and to teachcreatively;

3. Engage in project and programmemonitoring and evaluation using the LeadCreative School Planning and EvaluationFramework;

4. Involve teachers and learners as activepartners and co-constructors of learning inplanning, delivery and evaluation;

5. Demonstrate active support for the schemefrom the headteacher, senior leadershipteam, demonstrated by regularparticipation in the scheme in a leadershipcapacity, e.g. participation in planning

The commitment we expect from schools

14

conversations with the Creative Agent,attendance at networking meetings andevents;

6. Designate a School Coordinator. This isnormally a member of the senior leadershipteam and who will have dedicated time tocoordinate, influence and make decisions. Aschool can make a case to nominate ateacher who is not currently a member ofthe senior leadership team to be the SchoolCoordinator. In such cases its expected thatthe teacher is being developed as a futureleader and the school has decided that theLead Creative Schools Scheme provides anopportunity for the teacher concerned todevelop their leadership skills. They wouldgenerally be expected to attend andparticipate in senior leadership meetings;

7. Make the appropriate time available. Its anticipated that the minimum timecommitment required of a SchoolCoordinator is between 10 and 15 days overa year and schools should commit to enablethem to be released to carry out theirresponsibilities. Groups of schools will needto decide on a School Coordinator. Thiswould normally be a representative fromthe school who makes the application but itis likely that some responsibilities will beshared with others from schools in thegroup; and

8. Use the learning from the project orprogramme of work to inform the futureSchool Development Plan (SDP).

Artist Georgia Bowles making animated gif. Criw Celf project at Oriel Myrddin Gallery (image: Seren Stacey)

15

Schools

All local authority maintained and voluntary-aided primary and secondary schools,including special schools, in Wales are eligibleto apply to be Lead Creative Schools includingspecialist teaching facilities within schools.

In the academic year 2015/16 we anticipatefunding around 80 applications from schoolsacross Wales.

It is anticipated that most Lead CreativeSchools will take part for two years but schoolswill, at the end of each year, be required todemonstrate that they have fulfilled thecommitments of the scheme and have a clearvision for the next stage of their involvement.

Schools have to apply for selection as a LeadCreative School.

During the assessment process we may contactyou if we have any questions about yourapplication.

Selection of schools will be carried out by anexpert national panel which will includerepresentatives from:

l Arts Council of Wales; and

l the regional education consortia.

Schools will be assessed against their evidenceof the following:

l the level of commitment of the seniormanagement team and their ability tomobilise the schools community;

l the value they place on developing thecreative skills of learners and theircommitment to giving learners an activerole in Lead Creative School activities;

l evidence of how the scheme can supporttheir vision and deliver their schooldevelopment priorities;

l an explanation of how they plan to useparticipation in the scheme to supportimprovements in any or all of the following:literacy, numeracy and in narrowing thegap; and

l the capacity of the school to deliver theprogramme effectively.

In selecting schools, the decision making panelwill:

l ensure that there is a balance of schoolsacross the regions of Wales and betweenprimary, secondary, special schools;

l ensure that rural and Welsh medium schoolsare fairly represented; and

l give priority to schools facing significantchallenges including deprivation.

Eligibility

16

Criteria

Selecting the Lead Creative Schools

How to Apply

Before applying schools are advised to discusstheir application with their Challenge Advisor.Information sessions about Lead CreativeSchools Scheme are being held across Wales.

The application process is as follows:

l schools should refer to this prospectus andthe FAQs which can be found onwww.artscouncilofwales.org.uk/what-we-do/creative-learning/faqs-lead-creative-schools

l schools should complete the Lead CreativeSchools Application Form available atwww.artscouncilofwales.org.uk/what-we-do/creative-learning/the-lead-creative-schools-scheme. There is a separateapplication form for groups of schools;

l the deadline for applications is 17.00 on the17th of July, 2015.

If you have questions about your application to the Lead Creative School Scheme you cancontact us at info@artscouncilofwales.org.uk /creative.learning@artscouncilofwales.org.ukor 0845 8734900, but before doing so you are advised to read this prospectus fully andthe FAQs page onwww.artscouncilofwales.org.uk/what-we-do/creative-learning/faqs-lead-creative-schools

Please note we are unable to comment on draftapplications.

17

Residency at The Elan Valley creating film work for Under Dark Skies, (image: Powys Dance)

Selection Process

Information on the selection of Lead CreativeSchools is provided earlier in this prospectus.The decision making panel will consider allapplications and decide on a portfolio of LeadCreative Schools each year.

Following the decision making meeting we willinform you of the outcome of your applicationby email. Successful schools will be sent a grantoffer letter which the head teacher will need tosign and return. Following acceptance of thegrant offer schools will be matched with aCreative Agent.

Complaints Procedure

Information about Arts Council of WalesComplaints procedure can be found at:www.artscouncilofwales.org.uk/c_governance/complaints-procedure

Induction

All Lead Creative Schools will participate in aninduction programme which aims to enableparticipating teachers and their SchoolCoordinator to fulfil their roles in the process.This will be a 2 day professional developmentprogramme with a number of programmestaking place across Wales in the Autumn term.

Project delivery

The Lead Creative Schools approach:

l starts with the School Development Plan linking project development closely withpriorities identified by the school;

l makes time for proper in-depth planningand evaluation to ensure projects arerelevant and needs based;

l works with young people, teachers andpractitioners so that they might worktogether as co-producers of learningexperiences;

l brokers and supports long-termrelationships between young people,teachers and Creative Practitioners; and

l supports in-depth evaluation and reflectionleading to sustainable practice.

The Stories We Carry, Performing Arts for Kids, Artis Community(image: Springbox Photography)

18

What Happens Next?

It is envisaged that Lead Creative Schools willstructure their work over the whole academicyear in line with a three-term plan as follows.

Autumn Term Planning

l Once inducted, schools and Creative Agents work together to build their relationship;

l schools and Creative Agents continue to diagnose and clarify the key issues, concerns, orenquiry important to meeting each schools development priorities. This will happen incollaboration with the Regional Education Consortium and Challenge Advisors;

l Creative Agents will talk to members of the school community including the head teacher,the LCS School Co-ordinator and teachers and learners to be involved in the programme;

l ideas for project activity are scoped;

l the school, with the assistance of the Creative Agent, selects the Creative Practitioners whowill be involved in the programme and contracts for their work are drawn up;

l the programme is planned in detail with the Creative Practitioners, the learners and teachersinvolved and a completed project planning form is submitted to the relevant Lead CreativeSchools regional team. This form defines the purpose and goals of the project, who isinvolved, it provides relevant bench-marking information about the learners taking part (thismight include assessment data, teacher observation, student questionnaires etc), details ofwhat evidence will be gathered during the project and it is accompanied by a plannedbudget;

l the Lead Creative School regional team approves the project and planned budget orsuggests further refinements; and

l the first instalment of project funding is paid to the school by Arts Council of Wales.

19

Spring Term Activity

l Programme activity with the Creative Practitioners starts in the school;

l reflection on progress and impact takes place at regular intervals to ensure that the projectis kept on track;

l the activity is continually documented using a variety of means in order to provide a richaccount of what went on;

l activity encourages the continued professional development of teachers involved tosupport them to develop creative approaches to teaching and learning; and

l the Creative Agent and LCS School co-ordinator support regular opportunities to activelyshare learning and develop practice in school during meetings of their Lead CreativeSchools Professional Learning Network.

Summer Term - Reflection

l When project activity is completed, the Creative Agent holds separate evaluationconversations with pupils, teachers and Creative Practitioners;

l the findings are collated and synthesized into the final report that is submitted as part of theproject end form, this includes evidence of impact, data about the learners who took parttogether with final monitoring figures and the actual budget. This report is submitted to theLead Creative School regional team;

l on approval of this report and the budget form, the final payment is paid to the school; and

l working with their Creative Agent the school plans how to move forward, incorporating thelearning that has arisen through the programme.

In reality, these delineations tend to becomeblended. For example, project activity mightstart in the first term and run into thebeginning of the third term. Schools will needto make planning decisions in the light ofother pressures on the timetable and on staff.

For further information and updatedfrequently asked questions visitwww.artscouncilofwales.org.uk/what-we-do/creative-learning/faqs-lead-creative-schools

Thank you for reading this prospectus. We lookforward to receiving your application.

20

Below you will find links to further information including useful background information anddocuments that have been important in informing the development of the Lead Creative SchoolsScheme. There are also links to documents, research, videos and other resources about creativelearning.

Welsh Government documents and commissioned reports

l Creative Learning through the Arts - an action plan for Wales, March 2015.www.gov.wales/topics/educationandskills/publications/guidance/creative-learning-through-the-arts/?lang=en

l Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales. A link to the independent review by Professor Graham Donaldson CB.www.gov.wales/topics/educationandskills/schoolshome/curriculuminwales/curriculum-for-wales/?lang=en

l Arts in Education in the Schools of Wales. A link to the independent report by Professor Dai Smith,its supporting documents and the Welsh Governments response to the reportsrecommendations.www.wales.gov.uk/topics/educationandskills/publications/wagreviews/arts-in-education-review/?lang=en

l Guidance on using the Pupil Deprivation Grant in support of arts and cultural activity. www.learning.wales.gov.uk/resources/browse-all/pdg-in-support-of-arts/?lang=en

l Guidance on the Pupil Deprivation Grant.www.wales.gov.uk/topics/educationandskills/publications/guidance/school-effectiveness-grant-2013-2015/?lang=en

Creative Learning websites and links

l Changing Young Lives. Summaries of research, evaluation and learning and school case studiesfrom the Creative Partnerships programme in England.www.creativitycultureeducation.org/changing-young-lives-2012

l The Rhetorics of Creativity. A literature review which surveys the core concept of creativity.www.creativitycultureeducation.org/the-rhetorics-of-creativity-a-literature-review

l Progression in Creativity. A literature review which provides an overview of the key issues and debates surrounding creativity and the potential for assessing it in individuals. Authors: Ellen Spencer, Bill Lucas and Guy Claxton from the Centre for Real-World Learning,University of Winchester.www.creativitycultureeducation.org/progression-in-creativity-a-literature-review

l Creative Teaching for Creative Learning. A website which captures how teachers have changedtheir practice in order to develop the creativity and quality of students' learning. www.creative-teachers.org/

Further Information

21

l Changing Education Paradigms. A TED talk by Sir Ken Robinson about why creativity in schools is important. www.ted.com/talks/ken_robinson_changing_education_paradigms

l Scottish Learning Festival. A video which explores what a creative education is and why is it important? www.educationscotland.gov.uk/video/s/video_tcm4732792.asp

l Why is Creativity Important? A video from Kwame Kwei-Armah about encouraging creativity in young people.www.vimeo.com/9670803

22

Developing Dylan workshop with Laura Sheldon (image: Sioned & Nia Photography)

Introduction

Schools in the Lead Creative Schools Schemeare expected to identity a School Coordinatorto support their work in the programme.Groups of schools need to identify one personfrom across the group who will take on therole; this is normally a representative from theschool who makes the application. Thisdocument provides information about the roleof the School Coordinator.

The School Coordinator

Lead Creative Schools Coordinators play a keyrole in making schools programmes successful.They are responsible for driving theprogramme, and ensuring it is integrated intothe wider practice of the school. SchoolCoordinators will ideally, be members of theschools senior leadership team, and will beaccountable to the Head. They will influencethe thinking and practice of colleagues andother stakeholders across the schoolcommunity. A school can make a case tonominate a teacher to be the SchoolCoordinator. In such cases it is expected thatthe teacher is being developed as a futureleader and the school has decided that theLead Creative Schools Scheme provides anopportunity for the teacher concerned todevelop their leadership skills. They wouldgenerally be expected to attend andparticipate in senior leadership meetings.

Key functions

l developing a creative learning communityacross the school;

l to develop knowledge, understanding andto have enthusiasm for creative teachingand learning as a key to raising attainment,aspiration and motivation;

l to build a community of creative learningpractice in the school through theestablishment of a Lead Creative SchoolsProfessional Learning Network; and

l to involve parents and other members ofthe community in the programme.

Ensuring the programme is addressingimportant school development priorities

l to develop, through dialogue with the widerschool community, an approach whichaddresses the needs of its learners and isdirectly contributing to the delivering ofSchool Development Plan (SDP) priorities;

l to facilitate the longer term development ofcreative teaching and learning; and

l to develop a plan for the schools work as aLead Creative School.

Programme management

l to act as a facilitator in school, able totranslate the schools vision and itsambitions for creative learning into practicalimplementation;

l to ensure that learners play a meaningfuland active role in shaping the programme,so that it reflects their interests, needs andenthusiasms;

l to take overall responsibility for programmemanagement, delegating across the schoolcommunity and ensuring roles andresponsibilities are understood clearly by all;

l to coordinate, in partnership with theschools Creative Agent, meetings andactivities with creative practitioners, schoolstaff and other partners;

Appendix 1. Role Description for Lead Creative School Coordinator

23

l to ensure that external partners engaged inthe programme are able to developappropriate communications across theschool community; and

l to ensure all Lead Creative Schools activity iscarried out with due regard to health andsafety and the safeguarding of children andyoung people.

Working closely with the schools CreativeAgent and Lead Creative Schools staff in ArtsCouncil of Wales

l to maintain a regular schedule of contactwith the Creative Agent, working towardsthe establishment of a long-term dialoguebased on trust, challenge and collaboration;

l to act as the main point of contact withLead Creative Schools staff; and

l to ensure that all systems for projectplanning and evaluation are used in linewith the Lead Creative Schools framework.

Evaluation and sustainability

l to ensure that all monitoring and evaluationrequirements are fulfilled and that partnerscommit to developing reflective practicethroughout the work in school; and

l to work closely with the Creative Agent andthe school to ensure that effectiveapproaches to creative teaching andlearning become embedded across theschool.

Advocacy and dissemination

l to ensure that the school participates fullyin broader advocacy and disseminationopportunities for Lead Creative Schools andplays a proactive role regionally and morewidely to promote the benefits arising fromthe programme; and

l to actively network with other schools andexternal partners linked with theprogramme, attending Lead CreativeSchools networking meetings asappropriate.

Time commitment

School Coordinators should expect to allocatebetween 10 and 15 days across the 2015/16academic year to their work in the LeadCreative Schools Scheme. This time includesthe School Coordinators attendance at aninspiring and practical 2 day induction tosupport their understanding of creativelearning, the development of creative skills andhow schools can use the Lead Creative SchoolsScheme to support their importantdevelopment priorities. It also includes time toattend Lead Creative Schools networkingevents and meetings.

School Coordinators will be expected to bereleased from other duties in order to ensurethis role is allocated sufficient time to attendplanning, evaluation and networkingmeetings.

24