Creative learning through the arts an action plan for Wales

Transcription

1 Creative earning through the arts an action pan for Waes

2 Audience The entire teaching workforce and government and nationa partners, incuding regiona education consortia, oca authorities, governing bodies, arts and cutura organisations, and a eaders of funded non-maintained settings. Overview This pubication sets out the Wesh Government s strategic objectives for creative earning through the arts in Waes from 2015 to Action required None. For information ony. Further information Enquiries about this document shoud be directed to: Arts Counci of Waes Bute Pace Cardiff CF10 5AL or Department for Education and Skis Wesh Government Cathays Park Cardiff CF10 3NQ Additiona copies This document can be accessed from the Wesh Government s website at and the Arts Counci of Waes website at Reated documents Creative earning through the arts: timeine (Arts Counci of Waes and Wesh Government, 2015); An independent report for the Wesh Government into Arts in Education in the Schoos of Waes (Arts Counci of Waes, 2013); Quaified for ife: An education improvement pan for 3 to 19-year-ods in Waes (Wesh Government, 2014); Using the Pupi Deprivation Grant in support of the arts and cutura activity (Wesh Government, 2015); Successfu Futures: Independent Review of Curricuum and Assessment Arrangements in Waes (Wesh Government, 2015) ISBN Copyright Arts Counci of Waes and Crown Copyright NEW Dance at Cwyd Theatr Cymru in Mod as part of Fintshire Dance Fest 2014 (image: Jamie Jenkins)

3 Contents Ministeria foreword 3 Our vision 4 Our aims 4 Context 5 Our actions 7 Evauation and reporting 17 Annex 1 19 Summary of recommendations from an independent report for the Wesh Government into Arts in Education in the Schoos of Waes Hafod Primary Schoo chidren painting a mura at a oca nursing home

4 Schoo project, Artis Community (image: Nancy Evans) 2

5 Ministeria foreword Learning about the arts and cuture, participating in the arts and deveoping creative skis shoud be prominent in the education of a chidren and young peope. These are essentia ingredients for a werounded, rewarding and motivationa earning experience. Moreover, it is ony through having high quaity arts and creative experiences in schoos, by vauing them and giving them their deserved pace in our curricuum, by making them avaiabe to a chidren, especiay those from deprived backgrounds, that we can nurture the potentia of our earners and deveop skis we need for our economy. In March 2014 the Wesh Government issued a response to Professor Dai Smith s report on the review of Arts in Education in the Schoos of Waes (2013), agreeing to a tweve recommendations. We made a pedge to deveop a pan which woud formay assert the centra roe which we envisage for arts education in the schoos of Waes, which woud aso deiver our Programme for Government commitment to maximise participation in the arts and to work with the Arts Counci of Waes to deveop an action pan for arts and young peope. In his recent report, Successfu Futures, which foowed an independent review of curricuum and assessment arrangements in Waes, Professor Graham Donadson has reaffirmed the importance of creativity in the deveopment of our chidren and young peope. Wesh Government is currenty considering its response to Professor Donadson s ca for fundamenta change. Our commitment to funding the actions of this pan demonstrates our beief in the importance of the arts and creativity. This shared commitment in the partnership between Wesh Government and the Arts Counci of Waes - wi bring about a sea change in the way that the arts and education sectors work together to deiver benefits for our earners. Huw Lewis Minister for Education and Skis Ken Skates Deputy Minister for Cuture, Sport and Tourism More recenty, in Quaified for Life: an education improvement pan for 3 to 19-year ods in Waes, we set out our aims to buid a successfu education system which woud directy contribute to greater innovation and creativity, to the cutura capita of the nation, and to a more equitabe and successfu society. The pan for creative earning through the arts wi support us in achieving the Quaified for Life objectives: it wi contribute to our pans to buid an exceent professiona workforce, and to deveop a curricuum which is engaging and attractive to chidren and young peope. 3

6 Our vision The arts, and creative approaches to teaching and earning, shoud have a major roe in a our schoos, where coaboration with arts and cutura organisations and with creative practitioners is a common feature, and where good practice is shared and accessibe to a. Our aims Improve attainment through creativity Our three education priorties: improving iteracy, numeracy and reducing the impact of disadvantage Increase and improve arts experiences and opportunities in schoos Support our teachers and arts practitioners in deveoping their skis 4

7 Context This pan responds to the 12 recommendations of Professor Dai Smith s report (see Annex 1). Foowing the extensive consutation that took pace during the period of Professor Smith s review, we have engaged in further consutation with a wide range of stakehoders incuding arts organisations, teachers and education consortia. In deveoping this pan, we have examined further evidence and drawn on the expertise and experiences of arts and creative earning programmes deivered across the gobe. The pan has aso been informed by and seeks to support the deivery of a number of Wesh Government poicies and strategic initiatives. Centra amongst these is Quaified for Life: an education improvement pan for 3 to 19 - year ods in Waes (2014), setting out actions to improve educationa attainment, and to buid an education system that wi directy contribute to a stronger economy, greater innovation, greater creativity, and to the cutura capita of the nation. Professor Dai Smith writes in his report: In a twenty-first century, schooing wi increasingy become the basis of a creative society, of a creative economy and a creative cuture. Creativity, or being open to the acquisition of new knowedge and innovative skis, wi shape our word ike no other force imaginabe. For such creativity to thrive we need not ony to recognise the importance of the arts, but aso buid infrastructures and programmes that put the arts at the core of our education system Deveoping Dyan workshop with Laura Shedon, Literature Waes (image: Sioned a Nia Photography) 5

8 and ca on the taents of our creative individuas to work with young earners. We aso need to provide opportunities for young peope from disadvantaged backgrounds who often have imited access to arts activities and cutura experiences - young peope for whom active participation in the arts and working with creative practitioners can engage, motivate, buid confidence and transferrabe skis. In his report on the curricuum and assessment in Waes, Professor Graham Donadson reaffirms the importance of creativity and the status of the arts in the curricuum: The expressive arts provide opportunities to expore, refine, and communicate ideas, engaging thinking, imagination and senses creativey Engagement with the expressive arts requires appication, perseverance and cose attention to detai, capacities that have benefits across earning more widey. In the review of Arts in Education in the Schoos of Waes commissioned by the Wesh Government, Professor Dai Smith said powerfuy, It is cear that countries across the word recognise the significance and potentia of the arts in enabing improved educationa, socia and economic outcomes. We wi use creative teaching and earning and arts activity to tacke ack of aspiration and ow eves of engagement and achievement amongst disadvantaged earners. In this way the pan wi hep to achieve a number of the objectives of Rewriting the Future: raising ambition and attainment in Wesh schoos (2014). Through strong partnerships with the four regiona education consortia, our actions wi aign with the schoo improvement framework set out in the Nationa Mode for Regiona Working the guidance for regiona consortia and oca authorities. We wi seek to aign the new arts and creative offer with the regiona consortia infrastructure in order to support schoo eaders and teachers. By engaging the arts and creative approaches to raise standards in iteracy and numeracy, we wi support schoos in impementing the Nationa Literacy and Numeracy Framework. Through our actions we wi aso support the Arts Counci of Waes s Young Creators strategy and the impementation of a number of recommendations of Cuture and Poverty: Harnessing the power of the arts cuture and heritage to promote socia justice in Waes (2014) report by Baroness Kay Andrews. Professor Graham Donadson, Successfu Futures: Independent Review of Curricuum and Assessment Arrangements in Waes,

9 Our actions This pan is designed to bring about a step change in the range and quaity of opportunities that our chidren and young peope are given to engage with and earn about the arts and cuture. Its success wi depend on strong partnerships: the Wesh Government in partnership with the Arts Counci of Waes, working with the regiona education consortia, schoos, oca authorities and the wider arts and cutura sector. Every aspect of the pan requires the active invovement of artists, creative professionas and arts, cuture and heritage organisations working in partnership with teachers and schoos. The actions set out on the foowing pages wi be taken forward by the Wesh Government and the Arts Counci of Waes. Myths, Arts Connection schoo project 7

10 1. Improve attainment through creativity With carefu panning and appropriate professiona earning, nurturing the creativity of chidren and young peope through the depoyment of the arts across the curricuum can bring about significant improvements in motivation, behaviour and attainment among chidren and young peope. The teacher wi be centra to the programme at a times, partnering with the creative professionas in designing, deivering new approaches and refecting on their practice. The Lead Creative Schoos Scheme wi: To prepare our young peope to thrive in the future economy of Waes, Professor Smith s report caed for creativity to be given a centra roe within the curricuum, which in turn wi require our teachers to be supported to deveop a more creative approach to teaching and earning. We wi achieve this through a Lead Creative Schoos Scheme - an intensive intervention that draws on the skis of creative practitioners and teachers working together. Schoos appying to be Lead Creative Schoos wi identify key issues they wish to address through a creative approach to earning. For exampe, a secondary schoo may choose to tacke ow attainment in maths at KS3, using a range of techniques to engage and motivate earners; a primary schoo may wish to deveop innovative cross-curricuar approaches to boost iteracy skis. support schoos over a minimum of two years to bring about improvements in outcomes for earners; embed changes in teaching practice to generate a sustainabe impact; be run in partnership with the 4 regiona education consortia; be avaiabe to around a third of schoos in Waes (provision for both Wesh and Engishmedium) over the 5-year period of this pan; support schoos to find creative approaches to iteracy, numeracy and reducing the attainment gap between earners eigibe for free schoo meas and their peers; incude the expectation that teachers wi share the knowedge, skis and experience they gain from the scheme, both within their schoo and with others; Schoos participating in the scheme wi be aocated a speciay trained creative professiona who, in coaboration with the regiona consortium and chaenge advisor, wi work with the schoo to deveop a programme which wi address the identified priorities. The programme wi be embedded in the schoo s improvement pan, benchmarking criteria agreed and data gathered to evidence impact. Artists and creative practitioners wi be active in the deivery of the programme. for schoos achieving Lead Creative Schoo status, provide recognition of these schoos commitment to improvement through creative earning and the arts. We beieve that this approach wi resut in sustained improvement and changes to pedagogy. Senior management support to embed this intervention with whoe-schoo improvement poicy wi be the key to its success. 8

11 In summary: our actions We have We wi Incuded consideration of the pace of creativity in the curricuum as part of Professor Donadson s Review of Curricuum and Assessment. Considered modes of creative practice in education and have deveoped methodoogy for a made in Waes Lead Creative Schoos Scheme. Estabish a Lead Creative Schoos Scheme, with the potentia to reach a third of schoos in Waes over the 5-year period of this pan. Consider the impact, if any, of Professor Graham Donadson s report on Assessment and the Nationa Curricuum for the methodoogy of the Lead Creative Schoos Scheme. Support our Lead Creative Schoos over a minimum of two years to bring about improvements in outcomes for earners. Ffotogaery animation workshop, Stanwe Schoo, Penarth 9

12 2: Increase and improve arts experiences and opportunities for earners Professor Dai Smith s report highighted the fact that there is aready a rich and varied arts and cutura offer avaiabe to schoos across Waes. The chaenge is in making that offer more widespread and more reevant to schoos. To meet this chaenge we wi estabish an A-Waes Arts and Education Programme in order to: increase and improve opportunities for teachers, earners, artists and arts/cutura/heritage organisations to work together (through the medium of Engish and Wesh); increase opportunities for young peope to experience the work of Waes s artists and arts/cutura organisations; and create more opportunities for communication and partnerships between schoos, artists, arts/cutura/heritage organisations and oca communities. Through the Arts and Education Programme, schoos wi be abe to: draw on the knowedge and practice of artists and arts/cutura organisations to enhance and compement the teaching of the arts in schoos; support schoos in deivering the Minister for Education and Skis three priorities of iteracy, numeracy and reducing the impact of disadvantage on attainment; and provide arts and cutura experiences for earners, both within and outside the curricuum. a new arts and creative earning porta wi be estabished and hosted on Hwb, the a-waes earning patform. The porta wi be designed for use by teachers, earners, arts and cutura organisations and practitioners. It wi provide information on opportunities for schoos, showcase best practice, host resources for teachers and arts/cutura organisations, provide information on professiona earning opportunities, and contacts for oca, regiona and nationa networks. Regiona working We wi improve arts and creative opportunities for earners through regiona networks. Four Regiona Arts and Education Networks wi deiver the Arts and Education Programme, with cose inks to the regiona education consortia, chaenge advisors, and the coordinators responsibe for the Lead Creative Schoos Scheme. The remit of the networks wi incude: Coating and disseminating best practice; Estabishing and co-ordinating arts and creative earning networking opportunities (face to face and digita), for teachers, artists, arts and cutura organisations; Providing a brokerage service between schoos and artists, arts/cutura organisations; We have aready signaed our commitment to this agenda by actions such as remitting Estyn to undertake a best-practice review of the arts in schoos, commissioning a tookit to support iteracy and numeracy through the arts, and other actions isted on page 13 beow. Communicating what s on offer Improving communication about what is on offer is key to widening access. To address this, Providing training opportunities for arts practitioners to improve and taior their provision to the needs and priorities of schoos; Providing opportunities for teachers and artists to deveop and share their knowedge and skis; and Managing and co-ordinating a oca arts champions programme. 10

13 Loca Arts Champions wi be experienced teachers of the arts. Their schoos wi be funded to reease them to spend short periods of time promoting best practice, supporting others to adopt simiar approaches, or bringing others into their schoo to observe and earn. Artists and arts/cutura organisations wi aso have opportunities to undertake this roe. For schoos to gain the benefits of participating in the Arts and Education Programme, senior management of schoos wi be asked to demonstrate their fu support. We wi ask them to nominate a member of staff, preferaby a head of department or member of the senior management team to pay the roe of Schoo Creativity and Arts Champion. This person wi be the ink between their schoo and the opportunities avaiabe through the regiona network. They wi hep their schoo to identify their arts education priorities, ensure that their schoo is aware of best practice and can make the most of the benefits of greater access to arts and creative opportunities. Hafod Primary Schoo chidren studying scupture and producing charcoa drawings 11

14 Experiencing the arts An Experiencing the Arts fund wi encourage schoos to provide chidren and young peope with opportunities to go one step further in their exporation of creative, cutura and arts experiences. These opportunities wi have particuar benefits for earners from deprived backgrounds with imited access to active participation in the arts. This fund can be drawn on to support visits to venues such as gaeries and theatres in order to enrich earning in the cassroom, or used to support new and innovative coaboration between schoos and arts and cutura organisations. In a cases, schoos wi be expected to demonstrate how the activity contributes to and enriches earning and offers earners something new and stimuating. Progression routes We recognise the need to consider support and progression for our more abe and taented earners. A number of arts initiatives exist in Waes that provide opportunities for taented chidren and young peope, enabing them to participate in enrichment activities and to work aongside our eading arts professionas. However, these opportunities are not avaiabe nationwide. Mapping wi be undertaken by the Arts Counci of Waes to deveop a more comprehensive picture of what is currenty avaiabe from our arts and cutura organisations for our taented young peope. This research wi highight opportunities and gaps in provision as we as identifying the current and future resources needed to support this work. The Wesh Government is conducting a review to identify the provision avaiabe for more abe and taented (MAT) earners aged 3-19 across Waes. This incudes provision for earners pursuing creative or arts subjects, such as performing and visua arts. The purpose of the review is to understand how schoos, FE institutions/coeges and oca authorities identify, support and chaenge MAT earners. The findings of this review, together with the outcomes of the Arts Counci of Waes research, wi inform our future actions. Wherever they are on their creative journey, young peope need access to baanced and informative advice on careers so that they are aware of the opportunities avaiabe and the skis required. We recognise that there is work do be done with stakehoders and partners such as sector skis councis, and our nationa cutura organisations, on how young peope can gain a better understanding about pathways into this sector. We wi expore options for communicating information on opportunities and career pathways to teachers and earners. We wi aso ask Careers Waes to work with the arts and creative sectors to provide up-to-date and accessibe onine information about occupations. We aso recognise the powerfu roe that the arts and creative skis can have in engaging, motivating and buiding the confidence of young peope who are at risk of eaving schoo without quaifications and with no cear route into further education or empoyment. The regiona networks wi foster inks between arts organisations, schoos, oca authority Youth Engagement and Progression coordinators and ead workers who support young peope at risk of disengaging from education and training. Through these inks we wi increase awareness of and participation in the creative opportunities avaiabe for marginaised young peope, and aign the impementation of this pan with the Wesh Government's Youth Engagement and Progression Framework. 12

15 In summary: our actions We have We wi Commissioned a tookit to support iteracy/numeracy and the arts. Remitted Estyn to undertake a best practice review of the arts in schoos at Key Stages 2, 3 and 4. Pubished case studies on the arts in education on Learning Waes. Incuded the arts in the Pupi Offer for Pathways to Success Schoos as part of Schoos Chaenge Cymru. Pubished guidance on using the Pupi Deprivation Grant in support of arts and cutura activity. Incuded the arts in the Wesh Government commissioned Review to Identify More Abe and Taented Provision across Waes. Deveop an arts and creative earning porta to be hosted on Hwb, the a-waes earning patform. Fund four Arts and Education Networks to deiver a range of activities at regiona, oca and schoo eve. Set up an Experiencing the Arts fund for schoos. Integrate arts-based activities where appropriate in the training and support provided to schoos to impement the Literacy and Numeracy Framework. Work with the arts and heritage sectors to promote opportunities to support earners to deveop iteracy and numeracy skis. Work with arts and cutura organisations to increase their education offer to schoos, to make it more accessibe and in ine with schoos needs and priorities. Continue to work with Pathways to Success Schoos (Schoos Chaenge Cymru) to incorporate the arts within their Pupi Offer. Deveop a earning pack on the Pupi Deprivation Grant and arts and cutura activity. Consider the findings of the Review to Identify More Abe and Taented Provision across Waes, and deveop appropriate actions. Ask Careers Waes to work with the sector to provide up-to-date and accessibe onine information about arts and creative occupations. 13

16 In summary: our actions We have We wi Work with our nationa cutura organisations and other stakehoders to expore options for communicating information about career pathways in the arts/cutura/creative sectors and to strengthen inks between schoos and these sectors. Work with Youth Engagement and Progression coordinators in the oca authorities to promote participation in the arts for young peope at risk of eaving schoo without quaifications. Schoo visit to Orie Myrddin Gaery (image: Seren Stacey) 14

17 3: Support our teachers and arts practitioners to deveop their skis Sustainabiity wi be buit into this pan by making changes to the way teachers, arts practitioners and cutura institutions deveop their practice, and to the way in which schoos, consortia and cutura organisations deveop their poicy. We know that the features of successfu change to teaching practice incude the estabishment of professiona earning communities, access to speciaist expertise from outside the schoo environment, earning rooted in evidence gained from experimenting with new approaches in the cassroom, and chaenging negative assumptions about what pupis can and cannot achieve. This is in ine with the principes of the Professiona Learning Mode which has been deveoped to support the professiona earning of a educationa practitioners in Waes as part of the New Dea for the Education Workforce. We wi appy these approaches to the methodoogy for professiona earning in the Lead Creative Schoos Scheme and the A-Waes Arts in Education Programme. To enabe teachers and creative professionas to fufi their roes in the Lead Creative Schoos Scheme, high quaity professiona earning wi be provided for teachers, creative professionas, arts champions and arts and heritage organisations. Schoos participating in the programme wi share the knowedge and experience gained with other schoos, in an approach which continues to be modeed by our Lead and Emerging Practitioner Schoos Pathfinder programme. Estabishing opportunities for teachers and arts/cutura practitioners to come together to share experiences and to earn with and from each other is centra to the deivery of this pan. Loca, regiona and nationa networking opportunities wi be deveoped to share best practice and to ensure that the improvements in practice are sustained. We need to ensure that the knowedge and skis necessary to deiver the pan are transferred and embedded in the education and cuture sectors within Waes. We wi therefore run a programme to train the trainers, to ensure that we have the capacity to continue deivery of high quaity professiona earning provision, on competion of this 5-year pan. Our investment in the deveopment of artists and creative practitioners wi resut in a powerfu cohort of trained cutura professionas. Evidence from esewhere in Europe suggests that such professionas, once trained, remain active within the educationa sector empoyed and supported directy by schoos and other agencies. As schoos experiment with a wider range of creative and cutura opportunities, supported by the Professiona Learning Mode, they wi become much more discerning and effective consumers of arts and cutura opportunities. We wi aso expore the opportunities for coaboration between Wesh Initia Teacher Education and Training (ITET) centres and the Lead Creative Schoos Scheme, and the possibiities for sharing best practice in deveoping creative teaching methodoogy. Longer term changes may of course be infuenced by the Wesh Government s response to the recommendations of Professor Donadson s Review of Assessment and the Nationa Curricuum for Waes, and the recommendations emerging from Professor John Furong s review of ITET in Waes, incuding proposed changes to the Quaified Teacher Status Standards as part of the work to support the professiona standards for teachers. 15

18 In summary: our actions We have We wi Deveoped a framework to support the professiona earning of a educationa practitioners in Waes the Professiona Learning Mode. Incuded the arts in the Masters in Educationa Practice unit on Poverty. Deveop professiona earning opportunities for teachers and arts practitioners in our A- Waes Arts and Education Programme that support the nationa priorities of improving standards of iteracy and numeracy and of narrowing the attainment gap and which are fuy aigned to the Professiona Learning Mode. Offer a bespoke professiona earning programme for practitioners teachers and creative/arts practitioners in our Lead Creative Schoos Scheme. Deveop a sustainabe approach to professiona earning through training the trainers for our Lead Creative Schoos Scheme. Incude creative teaching methodoogy and coaboration with arts/cutura organisations in the structure for the new Masters programmes that wi be aunched in Encourage ITET centres to promote creative teaching methodoogy and inks with the Lead Creative Schoos Scheme, and encourage the embedding of the arts into ITET programmes. Deveop case studies of effective practice, incuding exampes of arts participation in ine with the Professiona Learning Mode. 16

19 Evauation and reporting An evauation wi be undertaken to assess the effectiveness of the Lead Creative Schoos Scheme and the A-Waes Arts in Education Programme over the 5-year period of the pan. This wi coect and examine evidence in reation to outputs, outcomes and impact; incuding data-gathering from schoos and regiona education consortia. The research wi be designed in a way to capture impact that might be attributabe to the Lead Creative Schoos Scheme in particuar, as we as provide evidence about impementation that can be used to improve the scheme and the A-Waes Arts in Education Programme over the period of the funding. In particuar, the evauation wi consider the impact of the pan on three aspects of pupi deveopment: In summary: our actions We wi Gather evidence to demonstrate the impact of arts interventions on educationa outcomes. Pubish reports on the progress of this pan each year, with actions for the foowing year. Pubish research papers reating to the evauation during, and on competion of, the 5-year pan. Progress in attainment in numeracy and iteracy; The impact of the programme on reducing the differences in attainment of young peope from different socio-economic backgrounds; and The creativity of earners. The research undertaken to evauate the Lead Creative Schoos Scheme and the A-Waes Arts in Education offer wi be pubished on the Wesh Government website. 17

20 Strategic partnership Wesh Government and Arts Counci of Waes working with regiona education consortia and other stakehoders 18

21 Annex 1 Summary of recommendations from an independent report for the Wesh Government into Arts in Education in the Schoos of Waes 1. The Wesh Government shoud formay assert the centra roe which it envisages for arts education in the schoos of Waes by making a commitment to the provision of high quaity arts education and access to the arts. 2. The Wesh Government shoud promote the use of the arts in heping to deiver improved numeracy and iteracy, and in reducing the attainment gap. 3. The Wesh Government shoud enhance the current curricuum to incude creativity, aongside numeracy and iteracy as a core theme across a the subject discipines and in both primary and secondary education; further the Wesh Government shoud consider an arts rich education to be core to the whoe schoo experience of a pupis, and shoud, with the Arts Counci of Waes, seek to enabe wide experience of the arts outside schoo as we as interaction with professiona artists in the schoo environment. 4. That a initia teacher training (ITT) deivered by HE institutions in Waes shoud ensure that creative teaching methodoogy is core to educationa practice. 5. The Wesh Government and the Arts Counci of Waes shoud work with a group of experienced education practitioners to deveop a new framework for arts reated continuing professiona deveopment (CPD). This shoud address the needs both of teachers and of arts practitioners, and support the nationa priorities of improving standards of iteracy and numeracy and of narrowing the attainment gap. 6. The Wesh Government shoud support: The fostering of schoos arts champions within the new nationa pan for creative earning Wesh Arts Awards and/or medas for individua teachers 7. The Arts Counci of Waes and Loca Government shoud be remitted to work with oca authorities and education consortia to prioritise a range of specific initiatives, to support and deveop creative teaching, to incude: WAM (Waes Arts Mark) Certificates Mentoring of teachers with arts practitioners and arts organisations Working with oca government to identify, deveop and sustain a system of schoos arts champions 8. The Wesh Government and the Arts Counci of Waes shoud ensure that a Creative Education Porta is deveoped, as an additiona, integrated eement of Hwb, the a-waes Digita Learning Patform. 9. The Arts Counci of Waes shoud be remitted to work with its revenue funded cients and other cutura institutions to estabish Creative Learning Networks to encourage arts, artists, teachers, parents and educationaists to exchange ideas and information, and to work together with Professiona Learning Communities to improve standards of creative earning in schoos. The Networks shoud refect and inform the four regiona education consortia. 19

22 10. The Wesh Government shoud expore funding options aimed at ensuring that equitabe provision is avaiabe to young peope in a art forms, and that exceptionay taented young peope are abe to pursue and deveop their taent. 12. The Wesh Government shoud require Estyn to undertake a periodic audit of Wesh schoos to assess the embedding of creative earning, and the quaity of the ongoing arts experience and its impact on iteracy and numeracy outcomes. 11. The Wesh Government and Careers Waes shoud work in partnership to support a stronger focus on providing more baanced careers advice to young peope to highight opportunities and pathways in the arts and creative industries sector. Creative storyteing workshop with Emma Cartwright, Mission Gaery 20