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Alongside our work in schools, the 3D–5D Learning Revolution is developing a new artist–educator training and CPD pathway, responding to a growing need across the cultural and education sectors.
Increasingly, artists are being invited to work in schools and communities — yet many do so without access to structured training, peer support or clear professional pathways. This research phase brings artists together not only to prepare them to deliver the 3D–5D schools programme, but to co-develop a new national training model for artists working in educational settings.
This page introduces the first artist cohort, outlines the dual purpose of the training, and explains how this work will inform future paid opportunities launching in April.
The first artist cohort
Introducing the first cohort of artists selected to co-develop and deliver the 3D–5D Learning Revolution — Pangaea Sculptors’ Centre’s sculpture-led education programme for primary and secondary schools.
These artists are working as co-researchers, collaborators and future deliverers, helping to shape both the schools programme and the associated artist–educator training model through this pilot phase.
The first 3D–5D artist cohort:
– Bo Lanyon
– Alisha Millar
– Spencer Jenkins
– Rachael Champion
– Joanne Masding
– Nicola Ellis
– Lucy Mebarki
Collectively, the cohort represents a high calibre of contemporary practice, spanning sculpture, material-led processes, digital techniques and socially engaged work. All artists maintain active, ambitious practices alongside their education and community work, ensuring the programme is grounded in current professional practice as well as pedagogy.
Artists are based nationally, embedding the programme within the regions and communities they work with. This supports delivery that is locally informed, responsive and tailored — rather than centrally imposed.
A dual-purpose training model
Our inaugural training week brought the artist cohort together with two interconnected aims:
Preparing artists to deliver the 3D–5D schools programme
Artists were introduced to the ethos, structure and delivery approach of the 3D–5D Learning Revolution, exploring how sculpture operates as a tool for wider learning and how site-specific projects unfold in school settings.
Testing and shaping future training pathways
At the same time, the training week functioned as a live research environment, with artists helping to test and refine:
– the 3D–5D delivery model for schools
– the structure of future artist cohorts delivering the programme nationally
– a new artist–educator CPD offer for artists working in schools and communities.
This duality positions artists not simply as participants, but as active contributors to programme design and sector development.
What the training involved
Through sculpture-led practice and pedagogical training, artists built confidence to work in schools while contributing insight into real-world delivery challenges.
The training was delivered alongside colleagues from The Futures Trust, with specialist input from STEAM practitioners Sara Harris and Andrew Fox, and Pangaea’s education and sculpture team, including Liz Lydiate, Kathi Leahy, and Director Lucy Tomlins.
Topics explored included:
– Working in schools: context, expectations and professional boundaries
– Safeguarding, consent and responsibility
– Co-delivery with teachers and navigating school environments
– Designing inclusive, site-specific projects with young people
– STEAM methodologies and utilising sculpture as a tool for wider learning
– Supporting learning through making, experimentation and iteration
– Reflection, evaluation and articulating impact.
Approach and values
The 3D–5D artist–educator training is built around a clear, shared delivery framework that takes pupils through the full journey of researching, designing and developing a site-specific sculptural artwork. This framework establishes consistency, quality and safety across different school contexts.
Within this structure, there is deliberate space for artistic agency and collaboration. Artists draw on their own material interests, methods and practice to shape delivery, while working in dialogue with schools to determine which skills and focus areas are prioritised — from hands-on making and digital processes to environmental learning or civic use of space.
This balanced approach ensures the programme is structured yet flexible: reliable and scalable, while remaining locally responsive, artist-led and grounded in the needs of each school community.
Why this work matters
Artists play a critical role in education, enrichment and community learning — yet many are asked to undertake this work without adequate training or support.
By developing this artist–educator pathway alongside the schools programme, we are:
– building a national cohort of skilled artist–educators
– strengthening the quality and sustainability of artist-led learning
– creating clearer professional pathways and paid opportunities for artists
– ensuring the 3D–5D programme is robust, ethical and scalable.
What’s next?
This research and development phase will inform the launch of artist–educator training and CPD opportunities in April, alongside the national rollout of the 3D–5D schools programme.
Opportunities for artists to take part in future cohorts will be announced following the completion of this phase. Expressions of interest are welcome now.
Funded through Innovate UK, part of UK Research and Innovation (UKRI), through the Department for Culture, Media & Sport’s Create Growth Programme. Delivered in partnership with The Futures Trust, and working with three participating schools in Coventry and Nuneaton — Coundon Court, Keresley Grange and Camp Hill. With further support from the Higgs Charity and Penta Patterns.
