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ARTiculating Estates: Evaluating the impact of KS4 cross-disciplinary learning delivered by the Devonshire Educational Trust


Key facts

Ongoing deadline
Funding start date
Thursday 1 October 2020
Number of funding places
Country eligibility
UK and EU
Source of funding
Research council
Additional staff
Dr Jane Hodson - University of Sheffield and Ms Gill Hart - Head of Devonshire Educational Trust
School of Fine Art, History of Art and Cultural Studies
<h2 class="heading hide-accessible">Summary</h2>

This project will investigate the impact of cross-disciplinary learning at KS4 (14-16 yrs) that engages pupils in research across the Devonshire Estates and the inter-relationships between art, heritage and an outdoor setting. Building upon established partnerships between Devonshire Educational Trust, Leeds University and Sheffield University, it will consider the country estate as a setting for alternative, cross-disciplinary modes of learning, which can deliver the advanced cognitive skills that bridge educational gaps in terms of progress in school, advancement to &#039;high status universities&#039; and progression to creative careers in the UK.<br />

<h2 class="heading hide-accessible"Full description</h2>

<p>In 2012 &ldquo;ARTiculation Discovery Days&rdquo; were developed by the Devonshire Educational Trust (DET) in partnership with the University of Leeds. Grounded in the capacity for the Chatsworth, Bolton Abbey and Lismore Castle (Ireland) estates to host interdisciplinary learning and with a focus on developing critical research and communication skills for KS4 students, the programme has demonstrated the value of such work at a time when equivalent learning opportunities are being stripped out of the classroom. This new project aims to build on the ARTiculation programme to develop and evaluate ways in which we&nbsp; can engage KS4 students in experiences that introduce them to the estates from a broadly cross-disciplinary perspective while developing the vital cognitive skills of&nbsp;confidence, communication, research, criticality, and intellectual curiosity help students unlock for themselves and their teachers possibilities and aspiration. The Sutton Trust have stressed how important it is that disadvantaged young people develop these advanced cognitive skills to enable them to bridge educational gaps both in terms of progress in school and advancement to &lsquo;high status universities&rsquo;. DET, as the provider of learning experiences at three different properties, offers an interdisciplinary resource for learning that is grounded in the unique character of each of those estates. This project will provide experience and evidence to support the development of the secondary learning offer, underpinning the programme with high quality research and a clear rationale.</p> <p>Current educational policy has very much limited access to subjects outside of the EBacc in state secondary schools in the UK. Young people are forced to focus from the age of 14 onwards and this limits a young person&#39;s post-16 choices while reinforcing socioeconomic divides. The Sutton Trust has, for example, produced research that compares the disciplinary and extra-curricula offer of independent schools to the state sector, finding that children in the state sector are losing out greatly in comparison. The impact on the creative subjects has been most keenly felt meaning that there are major concerns about the future options for children from state schools to have the opportunity to enter the cultural and creative sectors. DET creates formal learning opportunities that do not divide subjects by discipline. This project seeks to build on their experiences to develop and deliver cross-disciplinary learning resources, working in partnership with teachers to understand and evaluate their potential in terms of both educational outcomes and aspiration.</p> <p>The key research questions are therefore:<br /> How can the learning resources and opportunities offered by DET provide vital skills in order to bridge the gap between young people in terms of educational experience and aspiration within the unique landscape of the country estate?<br /> How can this research provide a model for education in other country estate settings?</p> <p>The research process will begin with interrogating the educational context and the work to date undertaken in partnership with DET. It is vital, as we seek to understand the impact of the EBacc on subject choice and look to support teachers in embedding the new Ofsted guidelines, that we demonstrate the importance of Arts &amp; Humanities research and research methods as a crucial part of a cross-disciplinary curriculum at KS4. Building on this context, the project will work with teachers to develop and pilot cross-disciplinary learning sessions and resources and assess the impact of these interventions through attainment tracking. Using this evidence, the ambition will be to communicate to policy-makers, other education providers and funders the impact of such cross-disciplinary learning outside the classroom.</p> <p>Both the scope and methods of the project can be developed by the student selected to undertake the project, in consultation with their supervisors.</p> <p>1 If you are selected by the CDA project team to be put forward to WRoCAH, your application will be considered competitively within the main WRoCAH competition. Being put forward for consideration is not a guarantee of funding.</p> <h3>Financial support</h3> <p>Full-time AHRC Competition Studentships for doctoral research are 3 years in duration (or 5 years part time). Awards are subject to satisfactory academic progress. Awards must be taken up in October 2020. No deferrals are possible. Awards will comprise UK/EU fees at Research Council rates and, for eligible students, a maintenance grant (&pound;15,009 in 2019/20).&nbsp;</p> <h3>Eligibility&nbsp;</h3> <p>Applicants must meet the AHRC&rsquo;s academic criteria and residency requirements. AHRC studentships are only available to students from the UK or European Union. Applications cannot be accepted from students liable to pay fees at the Overseas rate. Normally UK students will be eligible for a full award which pays fees and a maintenance grant if they meet the residency criteria and EU students will be eligible for a fees-only award, unless they have been resident in the UK for 3 years immediately prior to taking up the award.</p> <p>Strong applicants will have a good first degree in an appropriate subject, as well as a Master&rsquo;s degree and professional experience relevant to the scope of the project (or experience of belonging to a collaborative team).&nbsp;</p>

<h2 class="heading">How to apply</h2>

<h4>STAGE 1</h4> <p>Applicants must apply for a place of study <a href=""></a> , clearly stating which project you wish to apply for, by the deadline given below. To assess your academic ability to undertake three years of independent research you may be required to provide the following evidence:</p> <p>Project Statement (a two-page statement that conveys your motivation and enthusiasm for the project and demonstrate your suitability for the intended study)<br /> Curriculum Vitae<br /> Transcripts of marks for undergraduate and postgraduate degrees plus certificates where available<br /> Two academic references from referees who will be able to provide their references by the deadline for Stage 1<br /> IELTS Certificate (if applicable)<br /> <br /> Interviews will then take place to select a suitable candidate.<br /> <br /> Deadline for STAGE 1 applications Monday 25th November<br /> Date of interviews Thursday 12th December</p> <h4>STAGE 2</h4> <p>Apply for funding to WRoCAH</p> <p>Candidates selected after Stage 1 then liaise with the project supervisory team to submit a WRoCAH studentship application via the WRoCAH online application form by 5pm on Wednesday 29 January 2020 deadline <a href=""></a> . Please see here&nbsp;full details of the opportunity &nbsp;<a href=""></a>&nbsp;</p> <p>NB: Candidates who have been unsuccessful in Phase One can submit a separate WRoCAH application as a non-CDA applicant.</p> <p>For more information about this project contact<br /> Prof Jane Hodson ( )<br /> Gill Hart ( )</p> <p>If English is not your first language, you must provide evidence that you meet the University&#39;s minimum English language requirements (below).</p> <p><em>We welcome applications from all suitably-qualified candidates, but UK black and minority ethnic (BME) researchers are currently under-represented in our Postgraduate Research community, and we would therefore particularly encourage applications from UK BME candidates. All scholarships will be awarded on the basis of merit.</em></p>

<h2 class="heading heading--sm">Entry requirements</h2>

Applicants to research degree programmes should normally have at least a first class or an upper second class British Bachelors Honours degree (or equivalent) in an appropriate discipline. The criteria for entry for some research degrees may be higher, for example, several faculties, also require a Masters degree. Applicants are advised to check with the relevant School prior to making an application. Applicants who are uncertain about the requirements for a particular research degree are advised to contact the School or Graduate School prior to making an application.

<h2 class="heading heading--sm">English language requirements</h2>

For the minimum English language entry requirement for research postgraduate research study please see

<h2 class="heading">Contact details</h2>

<p>For further information please contact the Prof Jane Hodson&nbsp;;or Gill Hart&nbsp;;</p>