Professional learning to embed learning in and through the arts in the primary curriculum

Original Research

Written by: Rebecca Raybould, Bart Crisp and Philippa Cordingley

Published on: September 12, 2019

8 min read

Introduction The arts can be a powerful vehicle for supporting children experiencing disadvantage, with rich approaches to learning in non-arts subjects and connecting the school curriculum with experiences beyond school. The growing commitment from teachers and leaders to harness the full potential of arts in the curriculum, along with the increased policy drive for the inclusion of the arts and the emphasis on thoughtful and specialist curriculum design (Ofsted, 2018), offer great opportunities to schools and arts organisations. But they also pose challenges in, for example, developing shared expertise across different specialist and sector boundaries – challenges for both teachers and arts practitioners. Context Paul Hamlyn Foundation is one of the largest independent grant-makers in the UK, with a mission to help people overcome disadvantage and lack of opportunity. CUREE has been working with Paul Hamlyn Foundation (PHF) as independent evaluators of the Teacher Development Fu

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This article was published in September 2019 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.