2. Whoever neglects the arts when he is
young has lost the past and is dead to
the future.
Sophocles
It was amazing, brilliant, fantastic,
life-changing and a memory I will keep
all my life.
Young person, Deanshanger Primary School
27. It was amazing, brilliant, fantastic,
life-changing and a memory I will keep
all my life.
Young person, Deanshanger Primary School
1. Broad Cultural Education for all children
5. A Cultural Education Passport
7. New Local Partnerships
15. Connecting teachers to industry
17. New qualifications for cultural practitioners
28. 1. Broad Cultural Education for all children
What is your view of our current cultural menu for children? How does it serve young
people? What do young people want and need? How do you know? Please present how
you think young people perceive the current cultural menu in the region. What’s
missing? This is not restricted to provision. You may also choose to identify
infrastructural and engagement dishes!
5. A Cultural Education Passport
The passport service is new to culture. Design a cultural passport for children and young
people in the East Midlands. Consider how young people might engage with its creation.
When and how is it used? How are young people supported to use it? What does it do
for the young people who use it?
7. New Local Partnerships
Partnership jigsaw. From your perspective, what does the current partnership jigsaw
look like? Following on from the recommendation, think specifically about partnerships
between cultural organisations, schools and young people. How do/should we share
resources, expertise and ideas? Identify any missing pieces too.
29. 15. Connecting teachers to industry
Imagine a year in the life of a teacher with artistic talent (as described in the review).
From your experience, how best can teachers engage with the cultural sector? How can
their creative practice be supported and celebrated? How could we support their talent
to flourish and infuse their professional life? What is the role of young people here?
17. New qualifications for cultural practitioners
We have great strength in local practitioners. If we were to imagine a ‘super-
practitioner’ what qualifications would support them to work well with children and young
people? Please create a super-practitioner, and describe the best possible training and
qualifications for them. Think too about the needs of the education and broader cultural
sectors and what they might look for. Consider all the possibilities; for example, initial
training, networking, and professional development.
