Artistic Heights is a project designed to complement one project we are already running, European Heights, and a second one we hope to have also up and running by the end of this calender year, Language Heights. The former is an initiative to improve the language skills of our non MFL teachers while the latter is part of our plan of implement the teaching in Spanish of part of the curricular content in subjects such as Maths, Design and Technology and History. The complement aspect comes from the fact that the first two projects are focused on teachers wheres this application will enable us to have mobility initiatives for our students. The students we will be working with are two consecutive Year 11 groups. Not only they will be our most advance group -our school, City Heights, is a new school and it will only be at full capacity in 2020. Also, because our specialism is Spanish in particular and foreign languages in general, all of the 11 Year students taking Art GCSE will be also taking Spanish GCSE. These particular circumstance plus the contacts we already have with Tate Modern in London and with Spanish and Portuguese schools both in their capital city and both with close and ongoing relationships with the Museo Reina Sofia and Centro Cultural de Belém respectively, means that we can take the opportunity to offer our children the unique and unprecedented chance of them being able to compare future job possibilities in museum and creative industry sector at a very high and international level. One of our core aims is to show our students what is available to them, employment wise, in terms of a future career in the arts sector and how their language skills can help them in a sector that is highly competitive and very international. We envisage a series of extended benefits not only for our students but also at institutional level too. This project will facilitate the internationalisation of the magnificent work done by the education departments of three very important museums in Europe but also we will be evaluating the impact this project can have in the design of future curricular activities in A-Level Arts.
Artistic Heights was designed to complement one project we were already running and has been concluded, European Heights and Bilingual Heights. The complement aspect comes from the fact that the first two projects were focused on teachers where as this application has enable us to have mobility initiatives for our students. The students we worked with were Year 11, Year 10 and Year 9 groups which was not planned on our application -our school, City Heights, is a school with a high percentage of students with a portuguese and spanish background, and students were taking Art GCSE as well as Spanish and Portuguese GCSE. These particular circumstance plus the contacts we already have with Tate Modern in London and with Spanish and Portuguese schools both in their capital city and local museums means that we had the opportunity to offer our children the unique and unprecedented chance of them being able to compare future job possibilities in museums and creative industry sector at a very high and international level. One of our core aims was to show our students what is available to them, employment wise, in terms of a future career in the arts sector and how their language skills can help them in a sector that is highly competitive and very international. This project showed our students the opportunities available for them worldwide when using their language skills in the creative and art world as well as gaining a better understanding of other cultures, languages and educational systems.