Schools coordinated 6 – 10 arts-related activities on average in 2023 – 24, primarily competitions.

 

80% of teachers responsible for arts curricula are trained in the arts.

Primary schools are more invested in understanding various art forms, becoming creative or arts-rich institutions, and increasing arts engagement in students than secondary schools.

Commonly acknowledged positive impacts of arts education on students include enhancing emotional expression, encouraging self-expression and creativity, boosting confidence and motivation, promoting diverse perspectives, and improving social interaction skills.

Schools see a strong connection between arts education and creativity and value collaboration with arts groups and acknowledge the importance of Continuous Professional Development (CPD) for teachers.

Schools consider the most valued future skills for students as creative thinking, curiosity and lifelong learning, analytical thinking, and collaboration and teamwork.

AFTEC has categorised schools into five levels of arts readiness:

• Arts Poor (1%): No in-class or extra-curricular programmes offered.
• Arts Provisioned (53 – 90%): In-class or extra-curricular programmes provided by teachers.
• Arts Connected (4 – 42%): Extra-curricular arts programmes run by external teaching artists OR organisations, involving art or non-arts graduate teachers.
• Arts Rich (3%): Extra-curricular arts programmes run by external teaching artists AND organisations, involving art or non-art graduate teachers.
• Arts Empowered (2%): In-class and extra-curricular programmes run by external teaching artists and organisations, involving arts graduate teachers.