The Paul Hamlyn Foundation has announced that it will re-open its Teacher Development Fund (TDF) in September 2019. Through the TDF, primary schools working in partnership with other primary schools as well as arts / cultural organisations can apply for grants of up to £150,000 to develop the necessary skills, knowledge and confidence to support the delivery of effective arts-based teaching and learning opportunities in the classroom, and to embed learning through the arts in the curriculum.
Applications should focus on:
- Primary schools
- Supporting children and young people experiencing disadvantage
- Approaches which involve learning through the arts
- Long-term, inquiry-based projects which support teachers’ professional development and learning
- Promoting effective and equitable partnerships between schools and arts/cultural organisations and artist practitioners
- The contributions of school leaders and artist practitioners as both professional learners and as supporters of embedding learning through the arts in the curriculum
- Approaches which involve any of the following art forms: crafts; creative writing, including poetry; dance; design; film; music; opera; photography; digital arts and media; theatre and drama; the visual arts; and cross-arts practices.
The Foundation expect to make around five grants to partnerships of arts/cultural organisations and up to ten schools, who will work together for two academic years.
Previous projects supported include:
Charles Dickens Primary School, London, which received a grant of £149,430 for its “All the School’s a Stage” project. This involved Southwark Teaching School Alliance and Shakespeare’s Globe collaborating to train teachers and leaders in eight Southwark primary schools to incorporate drama techniques into their classroom practice. The project will see Year 1 and Year 3 teachers from each school take part in professional development led by Globe practitioners. Actors will work alongside teachers in their classrooms, using dramatic storytelling techniques to support the children’s development in speaking, reading and writing. The second year of the project will see the same teachers embed their learning into their school’s curriculum, leading their own professional development sessions for staff and creating a unit of work to incorporate the new approaches.