INNOVATE Research Briefing Paper

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Training and CPD. Working in new ways can present challenges for teachers as well as artists. The Young Vic provides formal ongoing support through Advisory Panel meetings – a space where Project Associates can troubleshoot ideas and share thoughts or concerns – and Project Associate training days. It is a challenge to ensure that teachers, working within rigidly set curriculum and assessment frameworks, will prioritise time to access CPD opportunities. However, trying to engage and support teachers develop their pedagogy and practice should continue to be a priority for Young Vic. This could mean Young Vic invite staff members previously involved in INNOVATE and/or with pre-existing interest in creative learning, to attend training that will help them develop their practice. This could be aligned with existing learning needs or skills development, for example ‘effective voice training’. These staff could then serve as champions for creative learning / teaching in their departments and schools. Civic theatre. The Young Vic offers schools additional opportunities for arts participation as part of INNOVATE and wider commitment to a civic role. Opportunities offered include theatre trips for students and teachers (with a chance to meet practicing artists), free ticketed arts events, and support with CPD.When schools have tapped into these opportunities, Young Vic have played a connecting role, in developing relationships with theatre practice and encouraging individual creativity. To build on this success, Young Vic should continue to maximise opportunities to build relationships across different year groups and school departments. One area of impact might be in existing work with older year groups, to nurture students’ understanding of options for career progression in the creative and cultural sector or further study in the arts. Sustainability. There is an appetite amongst teachers to build on opportunities to pool ideas, expertise, and skills they have developed over the past year. This could be leveraged to support a wholeschool approach to INNOVATE, and to ensure that teachers and school departments less inclined to participate have opportunities to be involved in the programme. This will enhance the programme’s potential impact.
References A New Direction (2022) ‘The Arts in Schools: a new conversation on the value of the arts in and beyond schools’. https://artswork.org.uk/wp-content/uploads/2022/05/Arts-In- Schools-report.pdf (Accessed 1 June 2022) Beghetto, R (2018) ‘Taking beautiful RISKS in education to support students’ creativity’. Educational Leadership 76(4): 18–24. Bussières, E L., Malboeuf-Hurtubise, C., Meilleur, A., Mastine, T., Hérault, E., Chadi, N., Montreuil, M., Généreux, M., Camden, C. and PRISME-COVID Team. (2021) ‘Consequences of the COVID-19 Pandemic on Children’s Mental Health: A Meta- Analysis’ Frontiers in Psychiatry 12. DOI: 10.3389/ fpsyt.2021.691659 Cultural Learning Alliance (2019) Tha Arts for Every Child: why arts education is a social justice issue. https://culturallearningalliance.org.uk/wp-content/uploads/2019/10/Artsfor-every-child-CLA-Social-justice-briefing.pdf (Accessed July 2022). DfE School’s White Paper (March 2022) ‘Opportunity for all: strong schools with great teachers for your child’. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment _data/file/1063602/Opportunity_for_all_strong_schools_with_great_teachers_for_your_c hild__print_version_.pdf DfE (2022) ‘Understanding progress in the 2020/21 Academic Year: Extension report covering the first half of the autumn term 2021/22’: https://assets. publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/10 63488/ Understanding_Progress_in_the_2020_to_2021_ Academic_Year_Extension_report_covering_the_ first_half_of_the_autumn_term_2021.pdf EEF (2020) ‘Impact of School Closures on the Attainment Gap: Rapid Evidence Assessment’, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/EEF_(2020)_- _Impact_of_School_Closures_on_the_Attainment_Gap.pdf Hutchinson, J., Reader, M. and Akhal, A. (2020) ‘Education in England: Annual Report’, London: EPI. https://epi.org.uk/publications-and-research/education-in-england-annualreport-2020/ James, S., Houston, A., Newton, L., Daniels, S., Morgan, N., Coho, W., Ruck, A., & Lucas, B. (2019), Durham commission on creativity and education, Project Report. Arts Council UK.
Page 1 and 2: Research Briefing Paper Royal Hollo
Page 3 and 4: INTRODUCTION INNOVATE was developed
Page 5 and 6: Schools Based in two inner-city Lon
Page 7 and 8: Information Gathering Desk based re
Page 9 and 10: Lesson observations & conversationa
Page 11 and 12: Programme Successes Buy-in from sch
Page 13: Recommendations Senior leadership b
Page 17 and 18: Appendix A Project Associates Mikey
Page 19 and 20: Appendix C Month / Year Activity Oc
Page 21: Author Dr Yvonne Robinson, Royal H

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