Arts Education within
Curriculum for Excellence
Engage Scotland Conference
Pam Slater CfE Engagement Team
31 October 2007
Values
• The Curriculum….must enable young
people to build up a strong foundation of
knowledge and understanding and
promote a commitment to considered
judgement and ethical action
( Page 11 ACfE 2004)
A Curriculum for Excellence: values, purposes
and principles
Values
Principles
•
•
•
•
Wisdom
Justice
Compassion
Integrity
• Challenge and enjoyment
• Breadth
• Progression
• Depth
Purposes
•
•
•
•
Successful learners
Confident individuals
Responsible citizens
Effective contributors
• Personalisation and choice
• Coherence
• Relevance
Proposals: Organising Learning
Organising learning through curriculum areas - to provide
breadth
– Health and well being
– Languages
– Mathematics
– Sciences
– Social studies
– Expressive arts
– Technologies
– Religious and moral education
Cross-cutting themes
•
•
•
•
Citizenship
Enterprise
Creativity
Sustainable development
Proposals: Looking at the curriculum
differently
• Single framework 3 – 18
• Promote learning across a wide range of contexts and well
planned experiences
• More than curriculum areas and subjects, also
– Ethos and life of the school
– Interdisciplinary projects and studies
– Opportunities for personal achievement
• Equip young people with high level of literacy and numeracy skills
Opportunities for personal achievement
“ ..activities such as performances, community or
enterprise activities and trips. … Many of these activities
are voluntary for learners and have traditionally been
organised as ‘extra-curricular’ opportunities. However,
they play a major part in creating opportunities for
individual growth , progress and achievement and we
need to consider how they can be made available for
all learners.”
Teachers are key…
to successful implementation of A
Curriculum for Excellence.
The quality of learning and teaching in
every classroom – and the inspiration,
challenge and enjoyment which can come
from teachers’ enthusiasm and
commitment – will be critical to achieving
our aspirations for all young people.
(p1)
The Responsibility of all Teachers
“To ensure that young people develop
the literacy, numeracy and other
essential skills and knowledge they
will need for life and work.”
Page 4 A Curriculum for Excellence
Health and wellbeing
• Children and young
people need to
experience what it feels
like to develop, enjoy
and live a healthy
lifestyle.
• Provides an opportunity
for working across
curriculum areas.
Social Studies
• Learning in Social Studies should allow
sufficient flexibility for schools to reflect
issues of importance to the local community.
• Drama, literature, art and music can all
enrich learning in social studies and there is
scope for strong links with learning in
languages, science and RME.
Expressive Arts
• Learning in the expressive arts provides
opportunities to underpin and enrich
learning in all other curriculum areas and
more widely.
• Offers powerful opportunities for children
and young people to develop their creativity,
work co-operatively and communicate with
others, and show initiative, dependability,
leadership and enterprise.
Technologies
• The technologies value and promote the
development of practical skills as the core
of their experiences.
• The technologies provide fruitful territory
for teachers to design challenging and
motivating interdisciplinary work and
projects, potentially with all other areas of
the curriculum.
Implications
• Role of the teacher
– Shift from prescription about detail of the
curriculum towards more scope for
professional judgement and creativity
– Enhancing both initial teacher education and
CPD
– Teachers who exemplify the 4 capacities
– Teachers for excellence
Leadership
A Curriculum for Excellence places increased expectations on
the leadership of schools. As at present, headteachers and
other leaders will … have opportunities to be creative in
curriculum design, learning from evidence of practice, within
clear parameters.
Progress and Proposals, 2006
A major focus for leadership in future should be on developing
leadership at all levels, priorities for improvement with a strong
drive on improving learning and teaching.
Improving Scottish Education, 2006
HMIe
The Expressive Arts Story
The task is to produce a curriculum framework of
experiences and outcomes that will describe the
expected learning experience of each child and
young person from Early to Fourth Level.
Curriculum Design
Commissioning Statement
(summer 2006)
Points to be addressed in all curricular areas
• Ensure that experiences and outcomes are inclusive and
applicable for children and young people with additional
support needs.
(Consider that some children and young people communicate
using such means as sign language, symbol boards and other
technologies.)
• Links to cross-cutting themes, e.g. enterprise, citizenship,
sustainable development, creativity.
• Links to the 4 capacities.
Points to be addressed in writing outcomes for
Expressive Arts (BtC1)
• Experience inspiration and enjoyment.
• Scope to work with range of artists, musicians,
organisations in culture and the arts.
• Reflect cultural values: local, national,
international.
• Emphasis on participation / active engagement in
activities.
…more points for Expressive Arts
• Encourage innovative and creative learning
experiences.
• 3 Lines of Development:
creating; presenting; evaluating.
• Close working between Health and Wellbeing
and Expressive Arts teams for Dance.
Art and Design, Level 2 Outcome, Creating
Through engagement with artists, designers
and cultural organisations and within an
environment that encourages creative
thinking, I can:
use a range of media, including moving
image media, when developing my artwork,
choosing the most appropriate materials for
specific tasks.
At all levels, learning in, through and about the
expressive arts will be enhanced and enriched by:
 partnerships with professional arts companies,
creative adults and cultural organisations
 experiencing the magic, wonder and power of
the arts
 recognising and nurturing creative and aesthetic
talents.
Art and Design, Second Level Outcomes, Creating
I can demonstrate a number of ways to observe and
record visual and tactile information, from a range of
sources, including the constructed and natural
environments.
I have added to the range of media I use, such as
moving image media, when developing my artwork,
choosing the most appropriate materials for specific
tasks.
I can use the visual elements and concepts including
space, scale and proportion, to convey ideas, thoughts
and feelings in my expressive and design work.
Art and Design, Second, Third & Fourth Level
Outcomes, Creating
Second Level
Third Level
Fourth Level
I can use the visual
elements and
concepts including
space, scale and
proportion, to convey
ideas, thoughts and
feelings in my
expressive and
design work.
I can use the visual
elements and
concepts including
perspective and
composition, with
confidence, to convey
ideas, thoughts and
feelings in my
expressive and
design work.
I can use the visual
elements and
concepts, with
confidence,
expressing qualities
and relationships, in
order to convey
information, ideas,
thoughts and feelings
in my expressive and
design work.
Essential Reading
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•
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A Curriculum for Excellence.
Progress and Proposals.
Building the Curriculum 1and 2.
Promoting Creativity in Education.
Scotland’s Culture.
How Can the National Galleries
help?
Contribute to
• developing partnerships with schools
• enhancing the quality of experiences for pupils
• development of 4 capacities in young people (&
perhaps even in some teachers)
• the design of the curriculum & the achievement
of some of the purposes & principles (through
the programmes you offer)
“This boy shows
Sir Peter
Ustinov
great originality
which must be
curbed at all
costs”
Curriculum for Excellence 2007
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