Reset Collaboration Plan
Our Reset Collaboration Plan can help support your Artsmark journey in the wake of COVID-19
The documents below can be used by schools and education settings to complete their Artsmark journey
Artsmark can provide some useful tools to help shape your thinking around a creative recovery offer.
Your first step after registering for Artsmark is to attend an Artsmark Development Day. However, as we are currently unable to deliver Development Days during the Covid- 19 outbreak, we have created this toolkit as a starting point for those schools keen to start their journey
Read Arts Council England's step by step guide to how Artsmark works.
Artsmark has a common sense application process that is light on paperwork and felxible to each school or setting. Follow the six simple steps in the Artsmark Process diagram.
This is the first document you submit to Arts Council England after you have attended an Artsmark Development Day.
We have created this toolkit to offer some tips on getting the most out of completing your Statement of Commitment. Each statement will be different, so we are not offering exemplars, but the resource is designed to take you through each question and consider what needs to be included.
A New Direction's guide to the Quality Principles. The Quality Principles create a framework that can help you to plan, develop and evaluate your arts and cultural provision. In this document we have created some prompts you may find useful when working with the Quality Principles.
The Statement of Impact requires settings to create a narrative that reflects on the original aims and objectives set out in your Statement of Commitment. This resource will help to ensure you are delivering the seven Quality Principles throughout your Artsmark journey
Read Arts Council England’s Self-Assessment document to find out more about the criteria for each Artsmark level, and to gauge your school's current level of provision.
The resources below offer detailed guidance on each section of the Self-Assesment Framework criteria.
In our experience, schools sometimes start their Statement of Commitment by showcasing their arts offer in great detail without addressing the driving philosophy that connects content with values.
Schools don’t always address the detail given in the leadership criterion relating to quality assurance and evaluation of impact. Involving senior leaders at all stages of the Artsmark.
Many schools feel that they achieve this criterion at Silver level, but understand that for Gold and Platinum levels there is a need to plan for opportunities to put children and young people at the heart of decision-making in planning, curating and delivering arts within the setting.
Often schools understand the value of embedding arts and culture in the curriculum, but sometimes are not sure where to start making connections and what to include.
Artsmark schools may have a real strength in one or two different art forms but may not have the time or resources to offer a wider range of arts and cultural experiences.
Artsmark schools find many creative ways to deliver CPD, even when the arts budget is limited. Shaping the programme may be responsive or strategic, however the evaluation of its long-term impact may not be systematic.
Artsmark schools often aspire to work with a range of arts partners but sometimes do not necessarily have the time or resources to fulfil these aims. This resource is designed to help with this part of the Artsmark process.
In our experience, schools are sometimes unsure how to demonstrate Public Sector Equality Duty (PSED) evidence, and it is often omitted altogether from responses to question 3 in the Statement of Commitment. This guide offers some helpful tips & guidance.
A New Direction's evaluating impact resource was created as a response to a question we are often asked: ‘how do we evaluate the impact that the Artsmark journey has had on our arts provision?’ We have given 5 examples of ways to monitor and evaluate impact in the arts.
This is the second and final document you need to submit to Arts Council England. The Case Study should reflect on the journey since submission of the Statement of Commitment and evidence and evaluate the impact Artsmark has had over time.
In this toolkit, we offer some tips to help you get the most from the process of completing the Statement of Impact.
The Statement of Impact requires settings to create a narrative that reflects on the original aims and objectives set out in your Statement of Commitment. This resource will help to ensure you are delivering the seven Quality Principles throughout your Artsmark journey
As an awarded setting, what does the feedback you received last time tell you about the kind of evidence the assessors appreciated or were looking for?
A New Direction conducted research for Arts Council England into how Artsmark supports special schools in their arts strategy and delivery.
A New Direction has been consulting with Virtual Schools across England about the potential use of Artsmark to better embed high-quality cultural education within their work, and to support more children and young people with cultural education opportunities.
A series of blogs written by teachers from Artsmark-awarded settings, sharing details about their journeys and their top tips and advice for teachers.
Our Reset Collaboration Plan can help support your Artsmark journey in the wake of COVID-19
Advice on how to make the most of digital offers & build partnerships with arts and culture organisations
Artsmark can provide some useful tools to help shape your thinking around a creative recovery offer
This toolkit is a starting point for those schools keen to start their journey
Read Arts Council England's step by step guide to how Artsmark works.
Read Arts Council England’s Self-Assessment document to find out more about the criteria for each Artsmark level, and to gauge your school's current level of provision.
In our experience, schools sometimes start their Statement of Commitment by showcasing their arts offer in great detail without addressing the driving philosophy that connects content with values.
Schools don’t always address the detail given in the leadership criterion relating to quality assurance and evaluation of impact. Involving senior leaders at all stages of the Artsmark
Many schools feel that they achieve this criterion at Silver level, but understand that for Gold and Platinum levels there is a need to plan for opportunities to put children and young people at the heart of decision-making in planning
Often schools understand the value of embedding arts and culture in the curriculum, but sometimes are not sure where to start making connections and what to include.
Artsmarkschools may have a real strength in one or two different art forms but may not have the time or resources to offer a wider range of arts and cultural experiences
Artsmark schools find many creative ways to deliver CPD, even when the arts budget is limited. Shaping the programme may be responsive or strategic, however the evaluation of its long-term impact may not be systematic
In our experience, Artsmark schools aspire to work with a range of arts partners but sometimes do not necessarily have the time or resources to fulfil these aims. This resource is designed to help with this part of the Artsmark process
In our experience, schools are sometimes unsure how to demonstrate Public Sector Equality Duty (PSED) evidence, and it is often omitted altogether from responses to question 3 in the Statement of Commitment. This guide offers some helpful tips & guidance
We have created this toolkit to offer some tips on getting the most out of completing your SoC. Each statement will be different, so we are not offering exemplars, but the resource is designed to take you through each question and consider what needs to be included.
Download the Statement of Commitment template here. This is the first document you submit to Arts Council England after you have attended an Artsmark Development Day.
A New Direction's guide to the Quality Principles. The Quality Principles create a framework that can help you to plan, develop and evaluate your arts and cultural provision. In this document we have created some prompts you may find useful when working with the Quality Principles.
A New Direction's evaluating impact resource was created as a response to a question we are often asked: ‘how do we evaluate the impact that the Artsmark journey has had on our arts provision?’ We have given 5 examples of ways to monitor and evaluate impact in the arts.
In this toolkit, we offer some tips to help you get the most from the process of completing the Statement of Impact.
Download the Statement of Impact template here. This is the second and final document you need to submit to Arts Council England. The Case Study should reflect on the journey since submission of the Statement of Commitment and evidence and evaluate the impact Artsmark has had over time.
The Statement of Impact requires settings to create a narrative that reflects on the original aims and objectives set out in your Statement of Commitment. This resource will help to ensure you are delivering the seven Quality Principles throughout your Artsmark journey
As an awarded setting, what does the feedback you received last time tell you about the kind of evidence the assessors appreciated or were looking for?
A New Direction has been consulting with Virtual Schools across England about the potential use of Artsmark to better embed high-quality cultural education within their work, and to support more children and young people with cultural education opportunities. Read the full report here.
A New Direction conducted research for Arts Council England into how Artsmark supports special schools in their arts strategy and delivery. Read the case studies here.
Read Arts Council England’s answers to the most frequently asked questions about Artsmark.