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Part 2 - Further Education

Part 2 - Further Education

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Published by Curious Minds
Part 2 - Further Education
Part 2 - Further Education

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Categories:Topics, Art & Design
Published by: Curious Minds on Apr 25, 2013
Copyright:Attribution Non-commercial


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Artsmark Part 2 Criteria 2012/13
(Further education)
QuestionGuidance for answersWhy does the criteria ask for this?
The arts in your college
What is included in your college’sarts offer and why is it importantto your organisation?
Provide a document or extracts from a document (could be anarts policy or prospectus) that demonstrates:
what your college understands by the arts and which art formsare covered through your courses
how your arts offer accommodates a range of learners’ levelsand needs
how your delivery evaluation includes a range of learner voices
how the involvement in arts activity is open to learners outsideof the arts/creative faculty
how you link to the creative and cultural sector and higher education as progression routes
how you ensure your staff are skilled to deliver their arts subjects(max 400 words) Artsmark colleges appreciate the role of the arts beyond technical training ina discipline and are able to clearly communicate what is on offer, and theimportance of it. A strong vision and clear commitment will support and underpinthe rest of your application, which enables you to demonstrate how you put your offer into practice. Additional to your answers to Part 1, this will enable you to celebrate what the artsmeans to your college and what opportunities are available to all learners acrossyour community.
How do you know that your artsoffer is of quality?
Use information gathered through your processes for monitoringquality and progression to identify and explainyour college’s approach.Select examples from two accepted art forms (Artsmark level) or four accepted art forms (Artsmark Gold level), showinghow this information has modied teaching practice(max 300 words).You will be able to use ofine and online tools to help you collect thisinformation. You can include comments from Ofsted inspections andrefer to or quote from your self-assessment report.
 As a member of the Artsmark network you will be signposted toexamples of good practice that link to the wider quality principlesdeveloped by Arts Council England.
 All colleges want to take pride in providing high quality teaching and learningexperiences. Quality should be measured by qualication success rate as wellas learner experience.Measuring the quality as well as the quantity helps identify where delivery isstrong and where improvements and developments can be made. Examplesof how this information has been used to effectively modify teaching practicedemonstrates your commitment to continuous improvement and qualityexperiences for all those involved.
The term ‘arts’ in the Artsmark criteria applies to a wide range of disciplines, including learners within SSA9 subject areas: 1. Performing Arts, 2. Craft, Creative Arts and Design and3. Media and Communications. Production Arts are included within Performing Arts.
QuestionGuidance for answersWhy does the criteria ask for this?
What arts experiences are offeredto learners to engage them inand with a range of cultures andperspectives?
Drawing on more than one SSA9 subject area, provide threeexamples of arts experiences that promote awareness,respect, appreciation and enjoyment of a range of cultures andperspectives (max 300 words).Examples can be drawn from arts experiences exploring culture,race, sexuality, gender or disability.We live in a diverse society and the arts are a great way of developing learners’understanding and values in relation to it and supporting them to makeconnections within and outside of their community.The college location and learners’ backgrounds can sometimes limitunderstanding and awareness of the arts. An Artsmark college looks to widenthe scope of experience, so learners appreciate the wider cultural signicanceof the arts.
2.3 Gold
 Additional question for  Artsmark Gold 
What positive impact does your artsprovision have on young peoples’behaviour, engagement, aspirations,their self-condence, self-esteemand attitude to learning?
Describe how you plan and promote your offer and the impact ithas had on all learners (max 300 words).Give one example of the offer in any of the areas of SSA9 and outlinethe benets for those that have participated.Learners in further education have often focused in on particular areas of study,but their wider interests and talents should still be nurtured. An Artsmark college will support all learners to have opportunities in the artsand to make connections beyond the faculty they are studying within.
Excellence and wider impact
How do you provide specialist artsinformation, advice and guidancefor learners about progressionopportunities within education,training and future employmentin the creative industries?
Give an outline of how information, advice and guidance in thearts is made available to learners in your college (max 300 words).Give one example of how external links with the creative andcultural sector supports your information, advice and guidance.Give one example of how external links with higher educationinstitutions supports your information, advice and guidance in the arts.Learners studying arts subjects will benet from informed and relevant information,advice and guidance about potential careers in the creative and cultural sector.External links will help to maintain a high quality and up-to-date offer.Learners should understand the range of careers potentially available to them,and the variety of different routes into these. At its best, information, adviceand guidance is offered through a combination of skilled staff, external industryprofessionals and opportunities. This will ensure the best possible outcome for your learners once they leave college.
How do you consult with learners toenable them to play an active partin developing the arts on offer inyour college?
Outline how learners contribute their ideas to decisions madeabout the arts in the college (max 300 words).Examples include:
through subject learner representatives
through individual learner plans
using surveys of learners’ opinions/feedback/ideas
through learner forumsGive one example of how an idea was taken forward.(
This question is different from the leadership question at Gold level as it focuses on decisions about what is on offer/  provision, whereas the next question focuses on opportunitiesfor leadership within an art form
)Further education aims to further develop learners’ independence, interestsand sense of responsibility. Listening to and acting upon views and suggestionsmade by learners and increasing their sense of responsibility in the life of thearts in the college will support this.Consultation and a genuine learner voice can add a great deal to the senseof belonging and level of engagement across college life, as well as usefullyinforming the future of your arts provision.
QuestionGuidance for answersWhy does the criteria ask for this?
2.5 Gold
 Additional question for  Artsmark Gold 
What opportunities are availablefor learners to gain skills throughthe arts in leadership andenterprise, and how are theseskills recognised?
Outline why your college sees the development and recognitionof these skills as important for learners studying the arts(max 300 words).Give two examples from across different art forms of whatopportunities are available, and if they are recognised through Arts Award or another nationally recognised qualication thatdevelops leadership in the arts. Artsmark colleges have an important role to play in supporting the developmentof future arts leaders. Offering formal recognition for these achievements raisesthe prole and increases the benet for those involved.
A skilled workforce
Describe how you ensure thatyour staff team are skilled andup to date in their arts subject by:a) explaining how you identifystaff needs in the artsb) explaining how professionaldevelopment impacts onteaching and learning inthe arts
a) Reecting back on training that has taken place over theprevious academic year or that is planned for the current year,provide one example of professional development in the artsfor the following: Artsmark level – two examples, one each from two of thekey art forms (max 200 words) Artsmark Gold level – four examples, one from all four of the key art forms (max 400 words)Examples may be drawn from: working alongside artists,conferences, external or internal training events, lessonobservation in your own or another college, mentoringthrough arts practice, participation or audience experiencewithin art form etcb) Using the examples identied explain the impact the activityhas had on the skills, knowledge and understanding of staff and how they have applied this to their practice (200 words)With increasing pressures on budgets for staff development, Artsmark aimsto recognise colleges that are nding innovative approaches to managingongoing professional development. This includes both formal accreditedtraining and informal insights staff can feed into delivery.Reecting on these opportunities will help your college to gain an insight intothe impact, and inform future plans for further development in this area. A commitment to continuous professional development for arts staff ensuresthat their skills and knowledge are relevant, and will result in a higher-qualityarts offer, and a committed and supported staff team.
2.6 Gold
 Additional question for  Artsmark Gold 
How do staff who are alsopracticing artists share their creative practice within the collegein addition to their teaching?
Outline how opportunities are offered and supported, and givetwo specic examples in different arts subjects (max 250 words). Artsmark recognises that many teaching staff are also practicing artists andthat sharing their skills and expertise can benet other staff and learners.

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