Report Education and Community Services 20 March 2007 5 =

MAKING CONNECTIONS: A POLICY FOR CREATIVE AND CULTURAL EDUCATION IN SCHOOLS SERVICES

1. Reason for Report 1 .I Strategy for the Arts, Culture and Creativity in Learning, published at the end of May 2004 by the Creative Education Arts Team (CREATE), to the development of a whole Service Policy.

To ask Members to note the progress made from Transitions 2004/2006: A

1.2 Cultural Education in Dumfries & Galloway Schools Service, written in response to recent national developments in both educational and cultural policy. (Appendix 1)

To seek Members' approval of Making Connections: A Policy for Creative and

2. Report Summary 2.1 been significant developed thinking in education policy that recognises the key contribution of creative and cultural education to meeting the needs of young people and the objectives of the new curriculum for the 21 '' century - A Curriculum for Excellence (ACfE).

Since the 5-14 Guidelines were published for Scottish schools, there has

2.2 creative and cultural education in developing a confident and successful citizenry in the 21" century.

The Scottish Executive in Scotland's Culture reinforces the central role of

2.3 gives background information to contextualise the Policy, sets out a rationale for how it can support the objectives of ACfE, identifies Rights and Entitlements for young people that schools will consider in their planning for learning and identifies the responsibilities of leaders of learning at all levels to help ensure young people become successful learners, confident individuals, effective contributors and responsible citizens .

Making Connections, the Creative & Cultural Education Policy Statement,

2.4 attached in Appendix 2.

The remit and membership of the group that contributed to its development is

2.5 Consultation responses are in the Members' Lounge.

The consultation process that took place is outlined in Appendix 3.

2.6 complement the recently published Learning and Teaching Policy.

The Policy is one of a number being developed by Schools Services to

3. Glossary of Terms Creativity: is not unique to the arts and culture. It is equally fundamental to all curricular areas and all aspects of everyday life.

Culture: is an expression of peoples' values. Scotland's culture occurs everywhere. It is woven from ideas, customs and traditions, beliefs and religions; heritage and

Report Education and Community Services 20 March 2007

sport; architecture, new media and design; as well as visual and applied art, dance, drama, literature and music.

~~

4. Recommendations Members are asked to endorse and adopt Making Connections: A Policy for Creative and Cultural Education in Dumfries and Galloway Schools Services in order to ensure a consistency of approach that fully recognises the contribution creative and cultural education makes to the development of young people in a sustainable and cohesive manner. This specifically includes the need for planning for learning and working in partnership with a wide range of external agencies and joint working within Council departments. (Appendix 1).

5. Enterprising and Learning Communities:

Corporate Plan Links and Contribution

0 To raise standards of achievement and attainment The young people of Dumfries and Galloway are entitled 3-18 years to participate in educational opportunities which enable them to develop the skills, attitudes and attributes of creative, innovative and confident people. Experiences can be facilitated through active, meaningful and enjoyable learning and teaching approaches. This in turn forms the foundation which equips all citizens to contribute to work and society in a creative and confident manner.

To create a context in which learning will flourish To develop support packages and share examples of best practice that will assist schools in implementing Authority policies fully and consistently.

To promote a culture of learning for life Our young people will feel well prepared for further study and work through improved skills, greater confidence, and improved attitudes to innovation, creativity and lifelong learning. They will feel empowered to be effective contributors to society.

6. ResourcesNalue for Money Assessment 6.1 as part of core business in their planning for learning on an annual basis.

Schools will be responsible for including the concepts in Making Connections

6.2 high quality programmes of activity that they would not normally be able to access. These programmes will embed the concepts outlined in Making Connections, meet the objectives of A Curriculum for Excellence and Scotland’s Culture, encourage partnership working with local and national external agencies, and ensure all young people benefit from a wide range of activity throughout their learning 3-1 8 years.

Central staff will continue to support schools by fundraising for innovative and

7. Risk Assessment By ensuring all schools will consider Making Connections as part of their planning for learning, all elements of risk will kept to a minimum.

Report Education and Community Services 20 March 2007 E

8. Authorities and Legal Implications 8.1 Following the publication of Scotland’s Culture, the Scottish Executive published a A Culture Bill (Draft)for consultation by the end March 2007. This outlined an ‘Act of the Scottish Parliament to make provision about local authority functions in relation to culture.. . ’. Under the proposed legislation Ministers will issue statutory guidance to local authorities about what will be known as ‘local cultural entitlements’.

8.2 people in Dumfries and Galloway and contributes to the proposed Cultural Strategy ‘local cultural entitlements’ whilst ensuring a consistency of approach across all schools within the Authority.

Making Connections identifies rights and entitlements appropriate to young

9. Consultations 9.1 key groups (Appendix 3) as part of the consultation process and comments have been incorporated within Making Connections.

The Creative and Cultural Education Working Group (Appendix 2) identified

9.2 The Corporate Director of Corporate Services, Corporate Director of Planning and Environment Services, Director for Finance, Group Manager Policy and Improvement, Group Manager Corporate Support and Governance, Operations Manager Policy and Performance, Operations Manager Technology Solutions, Area Managers and Senior Managers within Education and Community Services have been consulted and comments have been incorporated.

10. Background 10.1 The development of A Curriculum for Excellence and Scotland’s Culture provided the opportunity to develop a sustainable approach to creative and cultural education in Dumfries and Galloway Schools Services. Rights and Entitlements to creative and cultural education needed to be ambitious and attainable as well as consistently applied across the region to gain the maximum benefit for all young people.

10.2 The Scottish Executive’s Drat? Bill places a statutory duty on local authorities to develop ‘local cultural entitlements’. Making Connections identifies how these can be embedded within learning 3-1 8 years.

11. Key Issues Recognition of what creativity and culture can contribute towards the development of the values, purposes and principles of the curriculum, and dentifies rights and entitlements appropriate to young people in Dumfries and Galloway.

Anne Campbell Education Officer (Culture & Creativity) Schools Services

Date of Report: 12 March 2007 File Ref

F rase r Sand e rso n Corporate Director of Education and Community Services Woodbank, 30 Edinburgh Road DUMFRIES, DGI 1NW

APPENDICES - 3

APPENDIX 1

Creative & Cultural Education - A Policy Statement for Schools Services, Dumfries and Galloway DRAFT

1. Background and rationale 2. Creative Education 3. Cultural Education 4. 5. 6. Responsibilities 7. Summary

Creative and Cultural Education Policy Statement Creative and Cultural Rights and Entitlements

The following Policy Statement has developed from Transitions 2004/2006: A Strategy for the Arts, Culture and Creativity in Learning. It is aimed at Schools Services in particular and is informed by a range of recent policy statements and guidance including: A Curriculum for Excellence (ACfE), Building the Curriculum and A Journey to Excellence, Determined to Succeed (DtS), Ambitious, Excellent Schools, Dumfries and Galloway's Learning and Teaching and Curriculum Policies and support materials, the Youth Music lnitiative (YMI), Scotland's Culture and good practice already taking place across the Authority. Making Connections will sit within the overarching Learning and Teaching Policy for Dumfries and Galloway Schools Services.

1. Backnround and rationale

1 .I important role culture plays in the education of all young people. The Guidelines noted how young peoples' affective, physical, cognitive, personal and social skills and knowledge are developed through the exploration of cultural heritage, values, and diversity. In addition, practical and perceptual capacities are developed and enhanced through fostering imagination, creativity and promoting intellectual and aesthetic development in all young people.

In 1992 the National Guidelines for Expressive Arts 5-14 articulated the profoundly

1.2 "Creating our Future.. .Minding our Pasf", which took account of these profound benefits to lifelong learning. A key recommendation was the Cultural Co-ordinators in Scottish Schools Programme (CCiSS) to enrich and enhance arts, cultural and heritage opportunities for all young people. Dumfries and Galloway was the first Authority in Scotland to commit to permanent staff and Cultural Co-ordinators have been working in our schools since 2003. In 2004, an Education Officer (Culture & Creativity) was established making up the Creative Education Arts Team (CREATE).

In 2000 the Scottish Executive published the first ever Cultural Strategy for Scotland,

1.3 In 2001, Learning and Teaching Scotland (LTS) established a Creativity in Education Advisory Group to consider ways in which creativity could be developed as an important feature of young people's education. Representatives from the lnternational Design Enterprise Network (IDES), Her Majesty's lnspectorate of Education (HMle) and the Scottish Executive Education Department (SEED) published a discussion paper, Creativity in Education which outlined the important role creativity plays in the 21" century and in developing lifelong learners.

1.4 In 2003 the Scottish Executive announced significant funding for the Youth Music lnitiative (YMI), with a target of providing free instrumental or vocal tuition to all young people by Primary 6.

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APPENDIX 1

1.5 examples of how creativity is being developed across the curriculum.

In 2004 Creativity Counts - Portraits of Practice identified case studies of practical

1.6 In November 2004 the Scottish Executive published A Curriculum for Excellence that sets out how schools should support young people in developing their (4) capacities as successful learners, confident individuals, responsible citizens and effective contributors to society.

1.7 In January 2006 the Scottish Executive published “Scotland’s Culture’’, the current national statement on the place of culture in public policy. The strategy reiterates the importance of culture and creativity in learning. The Scottish Executive proposes an ‘escalator model’ to help young people move from school into work or further and higher education. The main principle of the escalator philosophy is to ensure all young people have maximum opportunity to experience the full range of cultural activity, to discover their own creativity and to fully develop their capacities 3-18 years. It commits the Executive to ensuring that links to culture and creativity are made at all stages of A Curriculum for Excellence.

1.8 In November 2006 a final evaluation of the four year pilot of CCiSS entitled “Experiences of Value” was published, and concluded that cultural engagement could have a significant impact on young people’s learning right across the curriculum.

Scotland’s Culture sits at the very heart of the nation’s life and identity. The country has an enviable reputation reaching far beyond its shore for innovation, skill and as an authentic source of inspiration. It is essential that these attributes - in their full 2lSt century diversity - should be celebrated and cherished Culture p.3, Scottish Executive 2006

Scotland’s

- 1.9 Scotland’s Culture is committed to the creation of cultural rights and entitlements for all citizens in Scotland. These derive from European and international levels of access to culture outlined in The United Nations (UN) Convention on the Rights of the Child, The UN Universal Declaration of Human Rights and The Declaration of the Principles of International Cultural Co-operation by UNESCO.

We (The Scottish Executive) remain wholeheartedly committed to the principle of entitlements to cultural provision for local people in the spirit of the rights in place at international and European levels

Scotland’s Culture p. 19, Scottish Executive 2006

1.10 consultation by the end March 2007. This outlined an ‘Act of the Scottish Parliament to make provision about local authority functions in relation to culture.. . ’. Under the proposed legislation Ministers will issue statutory guidance to local authorities about what will be known as ‘local cultural entitlements’.

At the end of 2006 the Scottish Executive published (Drafl) A Culture Bill for

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APPENDIX 1

1 .I 1 In November 2006 A Curriculum for Excellence presented Building the Curriculum as the first in a series of documents to help with planning for the curriculum as a whole. The document illustrates how cultural education - the expressive arts - can contribute to the four capacities.

1.12 A Curriculum for Excellence provides a platform for the intrinsic and instrumental benefits of culture and creativity to be recognised and maximised. Curricular themes such as expressive arts, health and wellbeing, languages, mathematics, religious and moral education, science, social studies and technologies can be enhanced by high quality creative and cultural learning and teaching. Cross cutting themes include, enterprise, citizenship, creativity, sustainable development and numeracy and literacy.

1.13 provides relevant, engaging and motivating opportunities for all young people 3-1 8 years. Dumfries and Galloway Schools Services recognises creative and cultural learning and teaching which supports young people to develop into:

The broad educational value of creative and cultural learning and teaching

Successful Learners who: use own life experiences as a starting point for creativity learn independently and as part of a group think and act imaginatively demonstrate innovative thinking show raised attainment in non-arts subjects

Confident Individuals who: 0 show value for self and demonstrate a positive self-image 0 show willingness to participate in cultural activity

show willingness to take risks evolve ideas in an enterprising way show creative responses take experiences to a new level of creativity pursue a healthy and active lifestyle communicate, articulate and share ideas & feelings achieve success in different areas of activity

Responsible Citizens who: 0 show increased knowledge of culture, including the arts, libraries & heritage

understand the relevance of arts practice in the wider world, locally, nationally and internationally share responsibility for own learning pose and solve problems empathise and show sensitivity for other citizens and cultures make informed choices and decisions develop informed, ethical views of complex issues

Effective Contributors who:

take initiativeAead

develop new skills and innovative approaches to learning demonstrate positive attitudes to a wide variety of cultural experiences take responsibility for own creativity

apply critical thinking in a range of learning contexts

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APPENDIX 1 5

2. Creative Education

Everybody has the capacity to be creative.

Creativity is the ability to generate new ideas and find solutions to everyday challenges, to consider a wide range of tasks in new ways or from different

perspectives and to generate new possibilities and alternatives with meaning and value

Creative & Cultural Education Working Group, Dumfries and Galloway 2006

2.1 Creativity has become a major priority for a wide range of sectors, as a powerful means of meeting the demands of the 21'' century. Creative thinking, innovation and excellence are seen as essential elements of social and economic growth. The development of new ideas and solutions are key tools to survival in a rapidly changing world.

2.2 Creativity is not unique to culture and the arts. It is equally fundamental to all curricular areas and all aspects of everyday life and as such, forms an essential component of a balanced education.

Creativity is a function of intelligence. We know three things about intelligence on which we need to base our planning for education and the place of the arts:

intelligence is diverse. We think in many different ways and in all the ways that the senses make available to us. We think visually, in sound, in movement, mathematically, in abstract ideas - in a whole panoply of ways.

intelligence is dynamic. The human brain is intensely interactive. Mathematicians often think visually; dancers think mathematically. The school curriculum tends to still these interactions by setting up separate subject departments.

Sir Ken Robinson 2005 intelligence is distinct. We are all unique and think differently

2.3 Creative abilities are developed through experiential and contextualised learning, and by engaging young people in the processes of imaginative thinking. High quality learning and teaching creates the conditions in which creativity can flourish. Creative activity involves a complex combination of cognitive and intuitive decision making and non-directed as well as directed thought. Teachers will support young people to understand the process of creative, innovative and imaginative thought through enabling research and investigation, experimentation, risk taking and finally through refining ideas and solutions.

Nine out of ten of my experiments fail, and that is considered a pretty good record amongst scientists

Professor Sir Harold Kroto, Nobel prize winning chemist 1999

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APPENDIX 1

Over the last decade the Creative Industry sector has grown twice as fast as the overall economy. It employs two million people and accounts for one- twelfth of our economy. Globally the Creative Industries account for 7 percent of GDP and are growing at 10 percent a year

James Purnell, Making Britain the World’s Creative Hub, Institute for Public Policy Research, 2006

3. Cultural Education

Culture is an expression of peoples’ values. Scotland’s culture occurs everywhere, It is woven from ideas, customs and traditions, beliefs and religions; heritage and sport; architecture, new media and design; as well as visual and applied art, dance, drama, literature, Scots language and music

Creative and Cultural Education Working Group, Dumfries and Galloway 2006

3.1 are developed and communicated. Artistic exploration takes place in an unlimited range of areas including: politics, philosophy, religion, inclusion, contemporary culture, technology and science. Often art practice makes us reconsider our understanding of an area of life, challenges our thinking on a range of subjects or communicates a personal reflection on the world.

Creativity in culture and the arts is a process of thought and action in which concepts

3.2 contemporary cultures in the wider world. The Scottish Arts Council and Scottish Screen fund a wide range of artists and organisations. Many produce the highest quality practice nationally and internationally and can support the delivery of innovative creative and cultural learning in Dumfries and Galloway. Each year the Scottish Arts Council and BRAW (Books, Reading and Writing), shortlist and present The Royal Mail Awards for the Scottish Children’s Book, providing the highest quality contemporary literature for children and young people.

Globalisation and diversity are key routes to understanding historical and

3.3 circles and chambered cairns over four millennia old, to the arrival of Christianity in Scotland, medieval castles and battles for Scottish independence. The Black Douglasses and Archibald the Grim are synonymous with Threave Castle, Lady Devorgilla and John Balliol connected with Sweetheart Abbey, Mary Queen of Scots with Dundrennan Abbey and Robert the Bruce with Lochmaben Castle. The Devil’s Porridge, a highly explosive paste of nitro-glycerine and nitro-cotton was produced by the Solway factory sited in Eastriggs called ‘The greatest munitions factory on earth’. Sir Arthur Conan Doyle named the paste, the ‘Devil’s Porridge’ on a visit to the munitions factory in 1915. Sir Winston Churchill used Knockinaam Lodge near Portpatrick for meetings with General Eisenhower during World War II. Add Robert Burns, Thomas Carlyle and Hugh MacDairmid to the list and you have just a few of those that created the cultural heritage of the region.

Dumfries and Galloway is a region steeped in cultural heritage. From stone

3.4 Archives; Registration Services and Museums), and organisations such as Dumfries and Galloway Arts Association (DGAA), provide a range of cultural programmes across the region, often with associated education and outreach opportunities that are available to learners of all ages, including schools.

Dumfries and Galloway Council’s Cultural Services (Arts; Libraries, Information and

3.5 creativity and culture in learning for all ages within our communities.

The network of 29 public libraries across Dumfries and Galloway assist and support

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APPENDIX 1

3.6 Twelve museums in the authority are rich learning contexts for young people about their local area; the textile industry was once a major contributor to the local economy; and Gracefield Arts Centre is home to a permanent collection of important works of Scottish Art from the 20* century.

3.7 and Galloway have created 400 small businesses generating f5.2 million to the local economy. Spring Fling is increasingly becoming a major attraction for both locals and visitors alike and Gaelforce profiles the extensive performing arts events that take place in the autumn across the region. A number of international class practitioners live in the area including Michael Lloyd, Silversmith, who was commissioned to make the Mace for the opening of the new Scottish Parliament, Liuie Farey internationally renowned for her applied art work and Andy Goldsworthy for his environmental visual arts practice.

Contemporary visual artists and applied artists and designers in Dumfries

3.8 at Wigtown Book Town Festival which offers an opportunity for young people to engage with the highest quality contemporary writers in all genres in their own region.

Dumfries and Galloway hosts a key date in the Scottish literary calendar

3.9 Dumfries and Galloway has a growing ‘necklace’ of cultural venues across the Authority that can benefit learners including: Buccleuch Centre, Langholm, the Old Well Theatre, Moffat, Robert Burns Film Centre Theatre, Dumfries, Lochside Theatre, Castle Douglas, The Cat Strand, New Galloway, Gracefield Arts Centre, Upper Nithsdale Arts and Crafts Initiative, the Ryan Centre in Stranraer and DG1 in Dumfries.

4. Creative and Cultural Education Policv Statement

/I 7 Creativity and culture are as fundamental as literacy and numeracy.

Sir Ken Robinson, presentation at the National Forum on Education Policy, Colorado, USA, 2005

4.1 improvement in creative and cultural education in all of its schools from 3-18 years. High quality creative and cultural learning and teaching contributes significantly to current themes across the curriculum, and have proven to be effective in raising achievement, motivation, aspiration and self esteem.

Dumfries and Galloway Schools Service is fully committed to securing continuous

4.2 to engage in high quality creative and cultural education, and facilitate appropriate opportunities to maximise culture as a context for learning across the curriculum.

Schools will create a range of planned and sustained opportunities for young people

4.3 Assessment is an integral part of high quality creative and cultural learning and teaching:

assessment for learning as part of classroom interactions, followed by quality feedback which focuses on individual learners assessment as learning where the learner participates in assessment and reflects on their learning to become a better learner assessment of learning which is concerned with how much the learner has learned, at what level and how well.

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APPENDIX 1

5. Creative and Cultural Rinhts and Entitlements

5.1 All young people 3-18 years will:

engage in the highest quality creative and cultural learning and teaching. These experiences will be stimulating and challenging, relevant and enjoyable, motivating young people to achieve success, and increasingly take responsibility for aspects of their own learning and creativity as they progress through the educational process

be encouraged to use their own experiences as a starting point for creativity across the curriculum

be involved in creative and cultural opportunities that reflect the rich and distinctive cultural heritage of Dumfries and Galloway on an annual basis

learn the value of partnerships and collaboration through experiences with a variety of professional external agencies from the arts, culture and heritage sectors in each year of their education

be encouraged to know and understand historic and contemporary arts, in Scotland and abroad as a core part of their creative and cultural educational experience

learn in stimulating, well resourced, designed and planned environments, appropriate for high quality contemporary learning which reflect the creative capacities of both learners and teachers

be entitled to have their views included, on motivating and engaging contexts to learn, in the process of school refurbishment and/or new build

5.2 Services Learning and Teaching and Curriculum Policies.

These principles are wholly consistent with the Dumfries and Galloway Schools

6. Responsibilities of Leaders of Learning at all levels

6.1 Young People

With rights and entitlements come responsibilities. Young people’s responsibilities are to:

express themselves in different ways and be creative experience enjoyment (and contribute to other people’s enjoyment) through creative

and expressive performance and presentation develop important skills specific to creative and cultural education and also

transferable skills develop an appreciation of aesthetic and cultural values and ideas prepare for advanced learning (for some) and future careers by building foundations

for excellence in creative and cultural education

6.2 The Role of ParentslCarers

ParenWCarers play a crucial role in ensuring that their young people benefit fully from the creative and cultural educational opportunities provided by schools. Learning does not occur only in school. Learning can, does and should take place in the home and the wider community, thus ensuring that young people’s creative and cultural potential are a valued part of their development into adulthood.

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APPENDIX 1

Young people are and should be encouraged to share and articulate their ideas and feelings about all aspects of their learning in school, at home and in the community. With this approach, parentshrers will contribute to their young people becoming creative, successful and confident learners as well as individuals who make a positive contribution to society.

The immense creative confidence of pre 5 children should be valued, nurtured and enhanced through a strategic, sustained and ambitious vision throughout primary

6.2 The Responsibilities of Teachers

Creative and cultural education requires the highest quality learning and teaching at all levels. Therefore, in taking forward the rights and entitlements stated teachers will:

0 establish an environment that engages and motivates young people, provides opportunity for active and interactive learning that challenges and extends young people to their full capacity, and encourages learning for life 0 have the highest expectations of their pupils and should provide a range of creative and cultural activities which take account of the different learning styles which can be present in a class

plan broad, balanced and progressive programmes with a range of partners from within Schools Services and beyond, with the support of central staff where appropriate 0 ensure the learning environment encourages innovative and creative thought and action

6.3 The Responsibility of School Managers

In taking forward the entitlements stated School Managers will create an ethos in schools that celebrates creative and cultural education and:

indicate how young people’s cultural rights and entitlements are addressed in their planning for learning across the curriculum through a strategic action plan, and where appropriate in informal contexts

create a climate in schools that encourages working in partnership with a range of external agencies

encourage all staff to engage in Continuing Professional Development (CPD) that develops their understanding in creative and cultural learning and teaching

ensure creative and cultural learning feedback is included in the quality and standards reporting processes to the Scotfish Executive

ensure that learning contexts are conducive to nurturing and developing creativity in all learners, forming a basis for lifelong learning

ensure all staff take responsibility for creative education, and recognise and maximise the potential of culture across the curriculum

6.4 The responsibility of the Education Authority

In taking forward the principles stated above the Education Authority has three roles:

1) 2)

3)

to give direction to the work of Schools Services to support its schools to deliver the outcomes contained within the Authority’s Education Improvement Plan to challenge its schools to continually improve

5

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APPENDIX I

has given schools and central staff direction on its expectations of schools to deliver high quality creative and cultural learning and teaching.

In publishing this policy and the supporting guidance, the Education Authority

Central staff involved in creative and cultural education will:

o plan and facilitate strategic initiatives for the benefit of all schools o enhance creative and cultural learning on specific aspects of A Curriculum for

Excellence o work in partnership with a range of agencies locally, nationally and internationally o provide guidance and support to schools and their staff on all aspects of creative

and cultural learning and teaching o plan a programme of Continuing Professional Development (CPD) to improve

staffs knowledge of and practice in this area of work o undertake joint working with a range of departments to deliver common objectives

All personnel will be involved in creative and cultural education to create a cohesive, strategic and sustained opportunity for all young people, from Head of Service level to actual learning experience, to ensure creative and cultural education is embedded and sustained for all learners throughout their education.

CounciVScottish Screen (the future Creative Scotland), Scottish Museums Council and national cultural agencies including; National Galleries of Scotland, National Museums of Scotland, National Libraries of Scotland, Royal Scottish National Orchestra, Scottish Chamber Orchestra, Scottish Opera, National Theatre of Scotland, Scottish Ballet and The National Trust for Scotland have a role to play in ensuring the highest quality opportunities are available for all young people.

National funding and development agencies such as Scottish Arts

The Authority will monitor and evaluate creative and cultural learning and teaching in its schools and challenge schools to improve practice. It will also monitor and evaluate the impact of strategies to improve aspects of creative and cultural learning and teaching.

Creative Partnerships set up in 2002 to increase creative learning ... skills they did develop - literacy, numeracy, ICT, self-confidence, team-working, an ability to show enterprise and handle change - all likely to have a positive impact on their future economic well-being. Those involved were highly motivated by the work demonstrating good behaviour and cooperation enthusiasm and pride in what they were doing. They also valued the chance to make a positive contribution to their community. Those with usually low attendance attended more often and showed improved behaviour and attitudes towards school.

Curriculum Management Update Department for Culture Media and Sport (DCMS)

Creative Partnerships, December 2006

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APPENDIX 1

7. Summaw 5 The policy statement for creative and cultural education provides a framework based on national and regional guidance, notably Scotland's Culture, A Curriculum for Excellence, Journey to Excellence, Building the Curriculum and the Dumfries and Galloway Learning and Teaching and Curriculum Policies 2007.

A number of key points arise from this policy statement: 1, Background and rationale: since 1992 there has been a growing understanding of the importance of creative and cultural education in the development of all young people. A number of key initiatives such as 5-74 National Guidance, Creativity in Education and Cultural Co-ordinators in Scottish Schools (CCiSS) actively promote innovative and engaging opportunities to make links across the curriculum, understanding of the place of creativity in 21" century life and the role that external agencies play in enriching and enhancing learning 3-1 8 years.

2. Creative Education: is not the preserve of the arts and culture, but central to all areas of contemporary life and an intrinsic capacity in us all that will be valued, nurtured and developed with the highest quality learning and teaching across the curriculum in Dumfries and Galloway schools.

3. Cultural Education: impacts on every area of historical and contemporary life. A wide cross section of external agencies locally, nationally and internationally can play a significant role in enriching and enhancing learning across the curriculum. Key objectives in contemporary curricula can be met using culture as a context for learning across the curriculum. Access to excellence raises motivation, achievement and ambition in all young people.

4. Creative and Cultural Education Policy Statement: planning and assessment for learning in and through creativity and culture are central to a sustained, innovative and cohesive education 3-18 years. The priority placed on creative and cultural planning for learning will be no less exacting than for literacy, numeracy and other curriculum priorities.

5. Creative and Cultural Rights and Entitlements: the highest quality learning and teaching is central to the provision of creative and cultural rights and entitlements. Young people will be encouraged to use their own life experiences to develop their knowledge, skills, confidence and aspiration. Work from all genres and periods of history, as well as contemporary practice locally, nationally and internationally will be included in learning experiences. Young people's view about their learning environment will be considered in the development of learning spaces and partnership with a range of external agencies an ongoing element of creative and cultural education.

6. Responsibilities: all staff have a responsibility to create the context in which creativity can flourish. Planning for learning, assessment, ambition and partnership working will be the keys to embedding the profoundly important role creativity and culture plays in the development of young people who are confident, successful, effective contributors and responsible citizens.

The creative sectors are of great importance to the UK. Recent UK government estimates suggest that in 2003 these sectors accounted for eight per cent of Gross Value Added (GVA)14 - a total of f56.5 billion - and that between 1997 and 2002 the

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APPENDIX 2

Creative and Cultural Education Working Group Membership and Remit

Making Connections: A Policy Statement for Creative and Cultural Education in Dumfries and Galloway Schools Services

Members hi D

1. Janice Rough Education Officer (DtS) 2. Alan Cameron Education Officer (Music & Drama) 3. AnneMarie Grove Education Officer (acting) (Pre 5 Education and Childcare) 4. Liz Baxter Education Officer (Quality Improvement, Primary) 5. Jacqui Matheson (ASL Area Manager) 6. Chris Barbour HT Dumfries High School 7. Ken McClymont Drama Teacher Douglas Ewart High School 8. Anne Campbell Education Officer (Culture & Creativity)

Mi n Utes Sarah Cowan

Remit

“The Working Group should review the Education Authority’

- the

Arts, Culture and Creativity and develop an Authority policy which will realise the Authority’s objective that all children and young people engage in a school curriculum which allows them to

current strategy fc

participate fully in cultural life and the arts, and 0 develop their cultural and creative skills to their full potential 0 experience culture and creativity not just to achieve excellence within arts

disciplines, but as a context for learning.

In doing so, the Group should take as their starting point, the Authority’s strategy for the Arts, Culture and Creativity in Learning as well as the Scottish Executive’s strategic proposals as detailed in ‘A Curriculum for Excellence’ and ‘Scotland’s Culture”’.

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Creative and Cultural Education Working Group Consultation process

Making Connections: A Policy Statement for Creative and Cultural Education in Dumfries and Galloway Schools Services

The Creative and Cultural Education Working Group consulted with the following Groups:

a

a

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Anne Campbell: Primary Art Specialists, Art & Design Secondary Staff, Cultural Services Janice Rough: Pupil Council and Citizenship Co-ordinators Jaqui Matheson: Learning Support Teachers in East and Senior Management Team Ken McClymont: A cross curricular group from Douglas Ewart High School Liz Baxter: Education Officers (Ql) and a Primary Head Teachers Group Chris Baxter: Secondary Head Teachers Alan Cameron: Music Services Staff, Drama staff Anne Marie Grove: Pre 5 Sector Janie RiddetNanessa Morris: Parentslcarers Lesley Sloan: CLD

Comments were received by 28 February 2007 and comments incorporated into the document. Contributions are placed within the Members lounge.

G:\Group BusinessWayne\Committees\Education and Community Services Ctte\2007\200307\ltem 5 - Making Connections A Policy for Creative and Cultural Education in Schools - Appendix 3.doc