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Memorandum submitted by Vivien Parker, Senior Advisor Partnerships, University of Hull
Executive summary
The main theme for the inquiry ought to relate to creativity and the entitlement curriculum and how teaching and learning for young people can be transformed through innovative approaches
The 'turning off' of young people to learning means that there is an urgent need for new strategies to support teaching and learning - creativity is a very strong contender to transform teachers and students approaches to learning
The education system should be an enabling one developing creative, flexible, enterprising young people so that they can fulfil their own potential, and also make a meaningful contribution to society as citizens, employers, employees and future parents.
The new requirements of partnership working to deliver the entitlement curriculum offer an essential opportunity for joint professional development. Such an opportunity could be (should be) seized to share creative approaches to learning, curriculum development and delivery. This approach could also cross sector boundaries as it is not really coming from one sector, but would be a universally useful approach.
Creative Partnerships with its engagement of practitioners from a wide variety of Arts backgrounds should be a key element in support of the change in both curriculum content and innovative ways of delivery. It should be a recommended partner in engagement in Diplomas and if, as is hoped, the offer from Creative Partnerships is more dispersed in the future this would facilitate that engagement.
The Creative approach and activities promoted through the working of Creative Partnerships can meet the education and skills agenda for all
My submission is made in relation to partnership working on behalf of the University of Hull, which includes working with the Hull City Council especially in the area of 14 - 19 curriculum developments and in workforce development in the education sector. The University is a member of the 14-19 and the Economic Wellbeing Partnership Committees, as well as working with the City Council directly. The University also has a much wider partnership with sub-regional areas in the Humber and North Yorkshire as well as Doncaster and has a strong interest in Education and Skills matters.
The University and its partnership of FE Colleges (delivering HE in FE) also works collaboratively in the area of Applied Digital Media and through the Yorkshire and Humber East Lifelong Learning Network in programmes and progression related to Creative Industries. The University itself also delivers several Arts related programmes.
My knowledge of the work of Creative Partnerships comes from the local committee links, reports on activities and through information from the committees noted above.
Submission Creativity and the Curriculum
1. The main theme for the inquiry ought to relate to creativity and the curriculum and how teaching and learning for young people can be transformed through innovative approaches.
2. In recent years the imperative to meet league table targets has led to a backwards step in teaching pushing many teachers to operate in a restricted way to meet test/examination requirements. This coupled with evidence of stalled academic attainment targets and the 'turning off' of young people to learning means that there is an urgent need for new strategies to support teaching and learning - creativity is a very strong contender to transform teachers and students approaches to learning.
3. Every Child Matters puts stress on a much wider range entitlements and targets for the individual young person and also for those who support their achievement. The education system should be an enabling one developing creative, flexible, enterprising young people so that they can fulfil their own potential, and also make a meaningful contribution to society as citizens, employers, employees and future parents.
Workforce developments
4. Changes in the 14-19 Curriculum, Partnerships in delivering learning, Building Schools for the Future and workforce development initiatives are all aimed at an enhanced curriculum, which requires new and innovative teaching and learning experiences for young people. This in turn means that for the teaching, support staff and vocational trainers (across the sectors) engaged in working with young people they should have the opportunity for teacher training and professional development opportunities which will support the new requirements on them.
5. Creative Partnerships in Hull has been engaged in working with school management teams, whole school staff and across subject areas as well as with the children to engage them in innovative ways of looking at the curriculum and supporting learning. This has promoted self-supported learning through enquiry, seeking solutions and presenting what has been learned. Almost always displaying learning as fun and definitely creative.
6. The new requirements of partnership working to deliver the curriculum offer an essential opportunity for joint professional development. Such an opportunity could be (should be) seized to share creative approaches to learning, curriculum development and delivery. This approach could also cross sector boundaries as it is not really coming from one sector, but would be a universally useful approach.
7. The potential for engagement of pupils in learning as fun and interesting must be pursued.
Opportunities for expanding the work of Creative Partnerships to meet key Education agendas
8. Creative Partnerships approach to learning and teacher training could also be targeted at a range of specialist teaching areas. For instance it could also be a most useful tool for re-engagement of those who have dropped out of learning and training (NEETS). Innovative approaches to working with such young people in supporting their readiness for learning or training, employability and life skills would give the learners confidence to go forward. Support for teachers in engaging with Creative Partnership professionals would also enhance their teaching strategies and increase their range of techniques to successfully re-engage young people.
9. Another area of development is the Extended Schools initiative where individual creativity is seen to be an integral entitlement and that engagement out of school hours should foster positive approaches to learning. The work of creative partnerships directly with young people and the staff supporting activities would be invaluable in this setting. The DfES Study Support initiative is a related area that could, with the support of Creative Partnerships, have a serious and lasting impact on young peoples' confidence and interest in learning and creativity
The curriculum and Creative Industries
10. Creative and Media is one of the new Specialised Diploma areas being developed and delivered from 2008. This Diploma area will be delivered through Secondary schools and colleges partnerships at Levels 1, 2 and 3. The curriculum is being developed in delivery partnerships (including employers, colleges, schools and others ) across the country as part of the 14-19 entitlement curriculum. The Diplomas have a strong focus on employer engagement and vocational experience.
11. Creative Partnerships with its engagement of practitioners from a wide variety of Arts backgrounds should be a key element in support of the change in both curriculum content and innovative ways of delivery. It should be a recommended partner in engagement in Diplomas and if, as is hoped, the offer from Creative Partnerships is more dispersed in the future this would facilitate that engagement. That recommendation would be made across the Humber sub-region to 14-19 Partnerships and the Specialised Diploma development teams.
Recommendations for action
1. Support the rolling out of Creative Partnership working and good practice, initially to areas surrounding the current centres of activities, - this 'local' development would facilitate the more rapid dissemination and sharing of expertise.
2. Recognition and support for the potential to use creativity in the curriculum and accompanying workforce development to meet the needs of enhanced curriculum developments.
3. Recognition and support for the potential use of Creative Partnerships expertise in tackling new areas of interest/issues/DfES targets eg NEETs.
4. Capitalise on the development of the Creative and Media Specialised Diplomas and the relevance and engagement of Sector Skills Councils and employers in their development. Creative partnerships would have a great deal to offer in this area.
July 2007 |