A training opportunity for teachers from all Sectors which ensures CEC schools can best tailor and target resources to the needs of individual children. Seconded teachers enhanced knowledge and understanding, skills and abilities in the areas of Literacy and Dyslexia also enable them to develop own school and cluster practice. Training Successful candidates are Seconded to the Service for one full day per week from September to June. Sept-Nov - Intensive initial training period.
We particularly welcome case studies that support the crosscutting agenda.
If you would like to offer a case study from your area, please contact: Some of are library of case studies are included below: Being Creatively Active ArtsConnect, is a collaboration of four local authorities within South Wales Bridgend, Merthyr Tydfil, Rhondda Cynon Taf, and the Vale of Glamorgan County Borough Councilswith a vision to provide How partnerships with carers are developed sustained quality and cost-effective arts service for residents of, and visitors to, the respective Councils through effective collaboration and a cohesive approach to planning and delivery.
Duringit was agreed that its target group work would be with looked after children and adults with dementia, thus Being Creatively Active — a programme to offer enhanced quality of life and development opportunities — was created.
Being Creatively Active would offer a range of activities in both residential homes and day centres, as well as with looked after children and their care workers, and the impact and process of the work would be externally evaluated.
Adults with Dementia were engaged in singing activity, through choral activity provided by opera singer Karl Daymond and interactive concerts provided by Triptych in association with Live Music Now. Observations and comments gathered included: M who is very immobile seemed to react to the music by opening her eyes during Calon Lan, Cwm Rhondda and Amarillo.
L and B enjoyed having their names substituted in Daisy Bell. Also A seems to know the words to all the songs in English and Welsh, and every verse to the old hymns too. P was keen to get up and dance to many of the songs, which I encouraged.
Looked After Children received drama workshops delivered by Geese Theatre and participated in a photography project with artists Faye Chamberlain and Michal Iwanowski. Digitalised stories were also undertaken by Breaking Barriers. Child N was quite vocal about having enjoyed the photography aspect, but also meeting new people and working together.
That was quite moving, as it seemed genuine and backed up by his general participation on the whole process over the last few weeks For the group of young people involved in both the story telling and taking part in the drama production the long term impact would be quite significant.
Involving looked after children in such a powerful and effective way enabled them to examine their own feelings, experiences and behaviours in a safe, supporting and therapeutic way.
The young people where extremely proud of the portrayal of their stories. This was a pilot programme for ArtsConnect, and as such the learning outcomes are as important as those experienced by the end users and there is much for us to learn. The programme covered a huge amount of work — 8 projects across four local authorities with two service areas in each — in a very tight timescale, and on a relatively small budget.
Time was a major obstacle to achievement of even greater successes throughout this programme, and for this type of work adequate thinking, planning and communicating time is essential.
Greater time at the beginning to talk, listen, learn, formulate and structure would have allowed a deeper engagement with all services involved across each local authority.
Again, bringing partners together at the outset to iron out strategic aims, to clarify purpose and to set ground rules and aims would have aided the outcomes significantly. Participants all benefited from the programme, and where partner commitment and engagement was occasionally lacking, there are clear reasons predominantly communication linked why that happened.
Overall therefore, we would be confident in stating that this programme was highly successful, and such a model modified and adapted according to the learning outcomes could well be repeated and expanded to wider community benefit in the future.
Residency, an EU funded project has spent the past two years engaging artists, local authorities, communities and academics in action research to look to see if the traditional model of an Artist Residency is the answer.
Residency emerged from a partnership formed by Staffordshire University, and the Universities of Barcelona and Warsaw. As universities reduce their training offers for community artists, and the lack career pathways for community artists; this action research project set about to probe, question and explore whether the Residency model was a suitable structure to give artists the training they needed to make them successful in their work.
Self-contained projects in the own right, artist residencies based upon civic engagement outcomes were created each involving artists from partner countries.
Local communities managed the entire process from artist recruitment to artist supervision- and were pivotal in identifying the elements of the Residency structure, which could be exploited to help artist and communities to develop their skills to work together.
Apart from achieving positive civic engagement outcomes for each residency, the findings from the action research revealed methods, ideas and opportunities for how the model could be adopted to help support artists and communities to learn together, The learning was rich and varied ranging from what can be learned about civic life as a result of developing an induction programme for artists to the value of forming community led management and governance structures to support and supervise artists working within communities.
The action research team were made aware of the uniqueness of each civic engagement project- and whilst the findings suggested that some practices could be replicated to help support artist training in this context, the team are also keen to promote the uniqueness of each individual project.
To this end, a Residency Toolkit has been produced- with advice and guidance which emerged during the Residencies- but which is open to re interpretation by anyone who uses it. The toolkit and additional resources are available as a free download from www.
Inspired Responses has brought together 7 high schools, 3 special schools and an FE college with 10 artists working a wide variety of media. The project draws on the skills of both artists and teachers and provides a cost effective way for schools to develop work with artists.
Artists lead workshops based on their own practice, from public art and printmaking, to sculpture and time-based media, providing teachers and pupils with new skills to develop in the direction of their choice. Fitting in with a high school timetable and ensuring access for students from special education schools has been a priority of the programme.
For more information about the case study, click: In Nottinghamshire, the scheme was led by the Nottingham based arts charity City Arts, supported by a range of sponsors from the NHS, business, Nottingham University and local councils, and offered a range of arts activities including:identify the reasons for partnerships with carers describe how partnerships with carers are developed and sustained in own work setting describe circumstances where partnerships with carers may be difficult to develop and sustain.
This briefing paper is for social workers. It brings together key messages from research on child sexual exploitation (CSE) with implications for practice and should be read in conjunction with guidance for professionals [Lin.
PDF versions. This briefing paper is for social workers. It brings together key messages from research on child sexual exploitation (CSE) with implications for practice and should be read in conjunction with guidance for professionals [Links to English guidance and Welsh guidance].
Describe how partnerships with carers are developed and sustained in own work setting In an early years setting, carers should be made to feel welcome.
To develop and sustain partnership with carers the following could help. Accredited Professional Recognition programmes. A broad range of professional learning programmes have been accredited with Professional Recognition by our Accreditation Panel. Free Essays on 3 3 Describe Circumstances Where Partnerships With Carers May Be Difficult To Develop And Sustain.
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