Education Report
CCS commissioned a piece of research in 2016 to canvas opinions from education settings on the role of CCS and in particular what support CCS could provide for both teachers and pupils in Shropshire in the area of arts and cultural education.
The research found there is a good level of engagement with arts and cultural providers amongst the surveyed schools. 89% of respondents are already engaging with the Libraries Service, and 78% with the Music Education Hub. 67% of the schools are engaging with dance organisations. Comparatively lower numbers were engaging with heritage organisations, museums and galleries (44% each), and only 33% of schools were engaging with theatre organisations.
There was an extremely positive response from the schools surveyed on the offer of CPD from CCS. 80% stated there was a need for an Arts and Cultural Conference in the county, and 70% would welcome web-¬‐based CPD support. 55% asked for network meetings (with the other 45% already participating in network meetings), and 50% for consultancy services from arts organisations. When asked if there were specific subjects that teachers needed more help with, Music (in particular Early Years) was the most frequently cited subject, with support for drama (secondary) and art (primary and secondary) also requested. The subject-specific requests largely centred on the development of teachers’ own artistic skill, rather than how to ‘teach’ these subjects. Interestingly only 40% of respondents felt they needed training or information on careers in the arts. These results show that there is a significant opportunity for CCS to become a major provider of CPD for teachers in Shropshire.
The report is being used to inform CCS’s programme of activity.
The research found there is a good level of engagement with arts and cultural providers amongst the surveyed schools. 89% of respondents are already engaging with the Libraries Service, and 78% with the Music Education Hub. 67% of the schools are engaging with dance organisations. Comparatively lower numbers were engaging with heritage organisations, museums and galleries (44% each), and only 33% of schools were engaging with theatre organisations.
There was an extremely positive response from the schools surveyed on the offer of CPD from CCS. 80% stated there was a need for an Arts and Cultural Conference in the county, and 70% would welcome web-¬‐based CPD support. 55% asked for network meetings (with the other 45% already participating in network meetings), and 50% for consultancy services from arts organisations. When asked if there were specific subjects that teachers needed more help with, Music (in particular Early Years) was the most frequently cited subject, with support for drama (secondary) and art (primary and secondary) also requested. The subject-specific requests largely centred on the development of teachers’ own artistic skill, rather than how to ‘teach’ these subjects. Interestingly only 40% of respondents felt they needed training or information on careers in the arts. These results show that there is a significant opportunity for CCS to become a major provider of CPD for teachers in Shropshire.
The report is being used to inform CCS’s programme of activity.