Latest News Policy and Practice Round-up April 2024 This month we bring you details of a call for evidence from the new Commission on the Future of Oracy Education; school accountability news regarding Progress 8; news of yet more erosion of creative arts courses at England’s universities; interesting information about the longitudinal value of early years investment in relation to Sure Start; a new opportunity from One Dance UK for primary-age children; a change in the Department for Education team; and hints of changes to come at CLA!
22 April 2024 Will Artificial Intelligence bring an end to the arts and education? Baz Ramaiah, Head of Policy at the Centre for Education and Youth – and CLA Policy Associate – reflects on the rapid expansion in the impact of AI and what that means for the Arts in Schools.
22 April 2024 Can the cultural sector commit to responding strategically and collaboratively to meet the needs of young people in their schools and communities? In our series of blogs reflecting on our Manifesto Asks, Rachael Woodhead, Curator: Families, Schools, and Young People at Tate St Ives, reflects on how the cultural sector needs to think differently to better support schools and learning colleagues in delivering an arts-rich education for every child.
25 March 2024 Policy and Practice Round-up March 2024 This month we bring new announcements on the Labour Party’s position on Expressive Arts in schools; warnings from the NAHT on the role of arts in schools; teacher labour market data shows worrying trends in relation to the arts; the Runnymede Trust/Freelands Foundation report on race and the visual arts in schools; the percentage of UK arts award nominees who are privately educated; the power of the arts to heal children’s trauma; more on the value of school trips; and a new government review of Arts Council England.
25 March 2024 To Measure Or Not To Measure Jacqui O’Hanlon, Director of Creative Learning and Engagement at the Royal Shakespeare Company, shares the important new findings from research into the impact of Shakespeare’s work and theatre-based teaching on learning outcomes in primary education.