The National Society for Education in Art and Design

1
The National Societyfor Education in Art and
Design
2
The National Societyfor Education in Art and
Design

• The leading national authority for art, craft and
  design through all phases of education in the UK
• The Societys principal aims are to promote and
  defend art, craft and design education and to
  look after the professional interests of teachers
  in this area of education

3
The New Secondary Curriculum

• Current Concerns
• More space for personalisation
• Improved standards
• More challenge and support
• Less prescription, more innovation
• Greater engagement and participation
• Securing essential skills, including wider skills
  for life and work, and for personal development

4
The New Secondary Curriculum

• The Futures Agenda
• Changes in society
• The impact of technology
• New understanding about learning
• Globalisation
• Public policy

5
Three key questions
1 What are we trying to achieve?
The curriculum aims to enable all young people to
become
Curriculum aims
Every Child Matters outcomes
Be healthy Stay safe Enjoy
and achieve Make a positive
contribution Achieve economic wellbeing
Focus for learning
The curriculum as an entire planned learning
experience underpinned by a broad set of common
values and purposes
2 How do we organise learning?
Components
Learning approaches
Overarching themes that have a significance for
individuals and society, and provide relevant
learning contexts Identity and cultural
diversity - Healthy lifestyles Community
participation Enterprise Global dimension
and sustainable development Technology and the
media Creativity and critical thinking.
Whole curriculum dimensions
Statutory expectations
3 How well are we achieving our aims?
To make learning and teaching more effective so
that learners understand quality and how to
improve
Assessment fit for purpose
To secure
Accountability measures
6
(No Transcript)
7
(No Transcript)
8
(No Transcript)
9
(No Transcript)
10
(No Transcript)
11
(No Transcript)
12
(No Transcript)
13
(No Transcript)
14
(No Transcript)
15
The Primary Curriculum Review

• To ensure all children gain a good grounding in
  reading, writing, speaking, listening and
  numeracy
• To offer schools greater flexibilty to tailor
  teaching and learning for their pupils
• Allow time for primary school children to learn a
  modern foreign language

16
The Primary Curriculum Review

• To place greater emphasis on childrens personal
  development
• To support a smoother transition from play-based
  leaning in the early years into primary school
• To encourage creativity and inspire a commitment
  to learning that will last a lifetime

17
The Primary Curriculum Review

• The aim is to create a new primary curriculum
  that will raise standards further and help
  schools achieve the ambitions of the Childrens
  Plan and the outcomes of Every Child Matters

18
The Childrens Plan

• Secure the health and wellbeing of children and
  young people
• Safeguard the young and vulnerable
• Achieve world-class standards
• Close the gap in educational achievement for
  children from disadvantaged backgrounds
• Ensure young people are participating and
  achieving their potential to age18 and beyond
• Keep children and young people on the path to
  success

19
Every Child Matters

• Be healthy
• Say safe
• Enjoy and achieve
• Make a positive contribution
• Achieve economic wellbeing

20
The Primary Curriculum Review

• Five core aspects
• Curriculum design and content
• Reading, writing and numeracy
• Modern foreign languages
• Personal development
• Transition and progress

21
The Primary Curriculum Review

• Additional aspects
• By the age of 5 most children will be able to
• Use their phonetic knowledge to write simple
  regular words and make phonetically plausible
  attempts at more complex words
• Write their own names and begin to form simple
  sentences, sometimes using punctuation

22
The Primary Curriculum Review

• Timeline
• The review began in the spring term 2008
• Interim report October 2008
• Final report March 2009
• Revised primary curriculum introduced September
  2011 onwards

23
The Primary Curriculum Review

• The QCA have been gathering evidence from
  stakeholders to include school leaders, teachers,
  parents, govenors and thousands of children
• Also from the QCA researched International Review
  of Curriculum and Assessment archives on
  different countries approches to learner
  motivation, transition, and the teaching of
  skills and competancies

24
The Primary Curriculum Review

• When school leaders and teachers were asked
  about curriculum change
• 74 said that the curriculum needed to develop
  and they had some good ideas....

25
The Primary Curriculum Review

• The revised curriculum needs to
• Develop the key skills of numeracy, literacy and
  ICT
• Provide a balance between knowledge and
  understanding, skills and attitudes
• Integrate personal development
• Provide independence, creativity and enterprise
• Encourage compelling learning experiences through
  relevant content
• Allow for flexibility and local ownership

26
The Primary Curriculum Review

• The QCA have consulted on four curriculum design
  frameworks
• Subject based
• Areas of learning
• Skills based
• Theme based
• The challenge is to create a design that draws on
  the best of each approach

27
The Primary Curriculum Review

• Subject based learning
• The curriculum would continue to be set out
  according to subject disciplines. These subjects
  could include any or all of the subjects in the
  current national curriculum and potentially
  introduce others, such as languages

28
The Primary Curriculum Review

• Areas of learning based
• Areas of learning bring together existing
  subjects in terms of the type of thinking and
  learning they involve. Elements of subjects would
  appear in more than one area.

29
The Primary Curriculum Review

• Skills based
• The programmes of study could be set out by
  skills and illustrate contexts or developing each
  skill. Progress could be specified in terms of
  the development of skills and their application
  in an extended range of contexts.

30
The Primary Curriculum Review

• Theme based
• Essential learning set out as a series of themes
  encompassing a range of subject content and
  skills. Each theme could have a clear focus on
  specific skills and identify particular
  opportunities for personal development. If themes
  were sequential, they could set out a structure
  for progress.

31
The Primary Curriculum Review

• The proposed six areas of learning
• Understanding English, communications and
  languages
• Mathematical understanding
• Scientific and technological understanding
• Human, social and environmental understanding
• Understanding physical health and well-being
• Understanding the arts and design

32
The Cambridge Primary Review

• Aims for primary education
• The needs and capacities of the individual
• Wellbeing, engagement, empowerment, autonomy
• The individual in relation to others and the
  wider world
• Encouraging respect and reciprocity, promoting
  interdependence and sustainability, empowering
  local, national and global citizenship,
  celebrating culture and community
• Learning, knowing and doing
• Knowing, understanding, exploring and making
  sense, fostering skill, exciting the imagination,
  enacting dialogue

33
The Cambridge Primary Review

• The Domains
• Arts and creativity
• Citizenship and ethics
• Faith and belief
• Language, oracy and literacy
• Mathematics
• Physical and emotional health
• Place and time
• Science and technology

34
Early Years Foundation Stage

• The Early Years Foundation Stage is a statutory
  framework for the early leaning and care for
  children from birth to five
• It applies equally to all settings offering
  childcare, including childminders and day
  nurseries as well as reception classes in
  schools.
• Created through the Childcare Act in 2006 it came
  into statutory force in September 2008.

35
Early Years Foundation Stage

• The Early Years Foundation Stage review will
  begin in 2010
• The review will asess how the Early Years
  framework was implemented and how well it meets
  the needs of children, families and childcare
  providers

36
The National Societyfor Education in Art and
Design

• Lesley Butterworth
• Assistant General Secretary
• NSEAD
• O1249 714825
• lesleybutterworth_at_nsead.org
• www.nsead.org