Excellence Values by dsh90311


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									   Arts Education within
 Curriculum for Excellence
Engage Scotland Conference
   Pam Slater CfE Engagement Team
          31 October 2007
• 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                   • Challenge and enjoyment
•   Justice                  • Breadth
•   Compassion
•   Integrity                • Progression
                             • Depth
           Purposes          • Personalisation and choice
•   Successful learners
•   Confident individuals    • Coherence
•   Responsible citizens     • Relevance
•   Effective contributors
      Proposals: Organising Learning
Organising learning through curriculum areas - to provide
   – 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

• 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.
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
• 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.
• 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.
• 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
  – Teachers who exemplify the 4 capacities
  – Teachers for excellence
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
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
• 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,
 • Emphasis on participation / active engagement in
   …more points for Expressive Arts
• Encourage innovative and creative learning
• 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
 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

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

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    I can use the visual    I can use the visual
elements and            elements and            elements and
concepts including      concepts including      concepts, with
space, scale and        perspective and         confidence,
proportion, to convey   composition, with       expressing qualities
ideas, thoughts and     confidence, to convey   and relationships, in
feelings in my          ideas, thoughts and     order to convey
expressive and          feelings in my          information, ideas,
design work.            expressive and          thoughts and feelings
                        design work.            in my expressive and
                                                design work.
            Essential Reading
•   A Curriculum for Excellence.
•   Progress and Proposals.
•   Building the Curriculum 1and 2.
•   Promoting Creativity in Education.
•   Scotland‟s Culture.
   How Can the National Galleries
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
            great originality
             which must be
              curbed at all
Sir Peter
Ustinov           costs”
Curriculum for Excellence 2007

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