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Consultation Response Form
Consultation closing date: 16 April 2013
Your comments must reach us by that date.
Reform of the National Curriculum in
England
Consultation Response Form
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Please tick one category that best describes you as a respondent
Primary School
Secondary School
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Organisation representing school teachers
Subject Association
Parent
Young Person
Higher Education
Further Education
Academy
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Local Authority
Teacher X Other
Please Specify: Arts Council England – non-departmental public body
Are you answering this consultation in response to particular subjects? Please tick all those that apply.
X English
mathematics
science
X art & design
citizenship
computing
X design & technology
geography X history
languages X music
physical education
Not applicable
1 Do you have any comments on the proposed aims for the National Curriculum as a whole as set out in the framework document?
Comments:
The proposed National Curriculum states that it aspires to ‘free up’ teachers to deliver the
programmes of study in an engaging way and to be able to adapt them to their pupils in order to
provide the best education possible. Fewer instructions and less detail are not inherently
positive or negative. The degree of success will depend upon how they are interpreted. The Arts
Council believes that the probability of them being interpreted positively will be increased by
addressing the following issues:
There is currently insufficient reference made to digital and its relevance to all subjects
throughout all Key Stages.
The proposed programmes of study fail to pay adequate attention to opportunities for
cross-curricula learning, specifically the opportunities to involve the arts. This should be
referenced within the Programme of Study, and examples provided in accompanying
guidance. Greater reference in the national curriculum to the extensive opportunities for
this– for example between Drama and English, History and Music – and instances of
best practice presented in accompanying guidance would help teachers to take a more
holistic view of their school’s teaching of the national curriculum and how cross-curricula
learning can be incorporated into their teaching, for example a thematic approach linking
History, Art and Music where units of work cover the same period in history. This would
lead to a broader, richer experience for pupils and develop a broad and balanced school
curriculum.
Adequate investment in teacher training (Continuing Professional Development),
resources for schools and teachers, and active Government encouragement and
support of partnerships between schools and, (for example,) arts and cultural
organisations to deliver the most engaging curriculum possible.
2 Do you agree that instead of detailed subject-level aims we should free teachers to shape their own curriculum aims based on the content in the programmes of study?
Agree
Disagree X Not sure
Comments: The Arts Council is supportive of the aspiration to free teachers to shape their own curriculum
aims based on reduced content of programmes of study. However, there needs to be a
demonstrative acknowledgement that reducing the content of programmes of study by itself will
not achieve this aspiration. Appropriately trained and experienced teachers that have the time to
plan and assess their courses properly are essential. It would be careless to assume that a
Continuing Professional Development (CPD) programme will materialise because the content of
programmes of study have been slimmed down, and the Government needs to set out how it
will support practitioners and teachers to work, plan and deliver together. Many Music education
hubs are already offering CPD to school staff and supporting schools to deliver music in the
curriculum. and wWith adequate resources this could be one mechanism to help support
teachers with their understanding and delivery of the new curriculum. Clearly, this cannot act as
a replacement for ITT or PGCE resources. It offers additional value to the provision of well-
resourced CPD. The support of headteachers and parents is also crucial (see response to
Q12), and adequate efforts must be undertaken to secure this support.
If appropriate attention and action is given to the challenges involved in the proposals put
forward by the Government, then the aspiration to grant teachers more freedom stands a better
chance of being realised. The Arts Council believes that teachers could be encouraged to, and
supported in, developing high quality partnerships with local cultural organisations and
professionals. The impact of experiencing and engaging first hand with high quality
performances at some of our best theatres, or interaction with some of our inspirational national
acquisitions can bring a subject to life. For example, there is strong empirical evidence that
museum visits and first-hand contact with objects and primary evidence is highly beneficial as
an educational tool.
The Arts Council believes that museum and wider cultural visits and the use of museum
resources are a key element of teaching the history curriculum, and with adequate support and
guidance, teachers would be able to tailor their lessons to capitalise on this. However, this will
not happen automatically: time and resources must be invested by Government and schools in
ensuring the potential of these proposals are realised.
A stronger relationship between schools, local cultural organisations and arts professionals can
provide opportunities for all pupils to be inspired about careers in the creative industries from an
early age. The Arts Council has invested in a number of ‘Bridge Organisations’ organisations
that are tasked with bringing the education and cultural sectors together to make it easier for
schools to develop high quality partnerships. Bridge Organisations organisations should be
referenced in the accompanying guidance to the National Curriculum as a helpful resource for
teachers. Further investment by the Government in Teaching schools Schools would ensure
that they play a key role in working with Bridge organisations and their strategic and partners to
develop curriculum support networks that identify and deliver on teachers CPD requirements
and lead to the necessary sharing of expertise and best practice. Teaching schools will need
additional funding to perform this role. There is already collaboration underway between
Tteaching schools Schools and Bridge organisations, and with adequate Government
investment this work can be developed further.
3 Do you have any comments on the content set out in the draft programmes of study?
Comments: Art and Design
The Arts Council believes there is insufficient reference to the research and design process
within the Art and Design programme of study. There is very limited mention of the generation
of ideas, experimentation, analysis, synthesis and presentation. We note that the Design and
Technology programme of study mentions the design process in more sufficient depth.
The Arts Council believes that the draft programme of study for Art and Design fails to
place sufficient emphasis on all forms of creative expression; including the fourth
dimension of film and animation, and that this should be amended.
There should be prominent reference made to the importance of digital to Art and
Design throughout all Key Stages, and the role of tablet computers and smartphones as
tools for artistic expression and creativity.
The list of materials that pupils should be taught to work with should be amended to
‘malleable and non-malleable materials’ rather than just ‘clay’.
The Arts Council believes that in Key Stage 2 pupils should be taught about important
contemporary artists, architects and designers. The Design & and Technology
programme of study references knowledge of good design; the same reference could be
made for arts and an appreciation of high quality art and design.
Design and Technology
While acknowledging that Design and Technology covers an extensive range of topics, there
would appear to be insufficient detail to encourage the development of skills in specific areas.
This poses the danger of compromising the Government’s aspiration of ensuring sufficient
depth as well as breadth in subjects. It is questionable whether the current programme of study
reflects a rigorous and high quality course. The Arts Council believes that digital should be
given sufficient prominence in the national curriculum and its relevance to all subjects should be
highlighted. This is currently not the case in the programme of study for Design and
Technology. More emphasis should be placed on contemporary artists and designers that will
excite and inspire pupils.
English
The Arts Council believes that while drama and performance are mentioned in the currently
proposals, more explicit reference should be made to them.
More explicit reference should be made in the National Curriculum programme of study
to how literature can support a child’s understanding of other cultures.
The National Curriculum programme of study should acknowledge that it is important
that children have access to contemporary literature written in a wide range of genres,
styles and voices, including those produced in digital formats.
It is important that children have access to writers inside and outside the classroom. This
supports the generation of ideas, enriches and refines vocabulary, characterisation and
editing.
A sentence in the proposed ‘purpose of study’ text should be amended to: ‘Literature,
especially, plays a key role in such development and drama gives the opportunity for the
development of confident oral communication skills.’
On page 18 of the Consultation framework document, the text under the heading:
Reading (comprehension), should be amended to:
Pupils should be taught to: ‘listen to and discuss a wide range of poems, stories, plays
and non-fiction at a level beyond that at which they can read independently.’
The composition sections of the programmes of study are very focussed on the process of
writing, i.e. planning, drafting, checking. etc. There is insufficient reference to how to encourage
and support the creative process of composing. Different writing forms lend themselves well to
different kinds of expression: it is too restrictive to focus on narrative and functional writing.
Explicit mention should be made of other writing based activities to broaden the curriculum, for
example script writing, poetry, blogging or composing song lyrics. These different forms are
important to experiment with in terms of developing a sense of how to use language
appropriately for the best effect.
History
In an increasingly globalised world, the proposed programme of study appears excessively
insular and fails to take sufficient account of world history and the history of major civilisations
that play an important part in the modern world, notably China, India and Africa.
The proposed programme of study for History appears to be problematic in terms of understood
learning styles. It currently asks young children to come to terms with complex early history, but
provides no opportunity to work with more recent history which may be easier for them to
conceptualise and empathise with. The programme also means children only consider periods
once. This provides no opportunity for pupils to consider them under different circumstances
and with more developed skills. As the new history curriculum is currently envisaged, younger
children will miss out on the rich resources available in museums to teach 19th and 20th century
history. At this age, children benefit from such experiences and regional English museums are
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particularly strong in this area. Much has been invested in building deep engaging experiences
for children at museums. A more flexible approach less tied to a tight chronology would allow
children to still benefit from these resources.
The success or failure of the Government’s aspiration to ‘free-up’ teachers will depend on how
teaches are supported to make the most of an opportunity to tailor their approach to their pupils.
One key element of this for history will be the role of museums. Many museums across the
country have invested time and resources over a long period of time in servicing schools at
different Key Stages based on the strength of their collections (e.g. Egyptian, Roman, First
Word War etc). Adequate investment and support will be required to support museums offer the
best service possible that is compatible with any changes to the National Curriculum in History.
Music
The National Curriculum in Music should demonstrate a clear relationship with the Henley
Review of Music Education and the publication of the National Plan for Music Education
(NPME). For example, the NPME devotes an entire Annex to the value of music technology for
the purposes of listening, sharing, and creating music in the classroom, to enable access, and
for the purposes of teacher support and CPD. The proposed National Curriculum makes no
mention of music technology. This should be amended.
Similarly, the NPME emphasises the value of music education for enjoyment and enrichment.
The proposed National Curriculum emphasises only academic or technical progression. There
is no reference made to the wider benefits of singing in a social context within a school, for
example helping bring communities together through shared use of songs, or understanding
different songs from different countries.
The Arts Council recommends replacing the word ‘Great’ [Composers] with ‘significant’.
In the programme of study for Key Stage 1, the Arts Council recommends replacing the
obsolete phrase ‘speaking chants’ with the more relevant ’rhythmic speaking’.
The NPME stresses the need to offer a range of music experiences. In the proposed
National Curriculum, while there is limited mention of ‘other cultures and genres’ at all
key stages, the language used is singularly appropriate to the study of music from a
Western Classical tradition. This could lead to a mono-cultural interpretation of the
programme of study that denies pupils the opportunity to learn about and experience the
rich diversity of music from other cultures.
Funding of CPD for music teachers is vital to help make links between young people’s
experience of music out of school, through digital media and using music software, to
activity in the classroom and in playing live instruments and singing.
The programme of study should be amended to reflect the new opportunities to create
music digitally, including for young people with Special Educational Needs and
disabilities.
The success or failure of the Government’s aspiration to ‘free-up’ teachers will depend on how
teaches are supported to make the most of an opportunity to tailor their approach to their pupils.
Adequate investment in resources, guidance and partnerships between schools, teachers and
organisations well placed to offer additional value to lessons is required. Pupils should be
offered the opportunities to listen to as much music as possible live. This could be supported by
Music education hubs which are fulfilling the extension role of providing access to high quality
music experiences for pupils, working with professional musicians and venues. Music Education
Hubs should be considered as one of a number of sources of support and should be strongly
emphasised in the accompanying guidance to the National Curriculum. However, for them to be
effective requires adequate levels of investment from Government.
PE
Arts Council welcomes the position of dance in the Physical Education (PE) Programme of
Study and that most activities could be delivered through dance at all key stages, provided that
teachers interpret the criteria broadly. This latter point is crucial. Teachers should take into
account the artistic nature of dance, and not just teach it as a physical activity. Allowance
should be made for interaction with drama, art and music to encourage creative learning and
response in the broadest sense, reflecting professional practice which is usually
interdisciplinary.
This is an issue that can be addressed through the accompanying guidance to the National
Curriculum. This guidance could also highlight how (for example) Arts Council-funded dance
agencies can support teachers to develop dance strategies and support pupils with learning
dance techniques and progression routes. Pupils should be offered the opportunities to watch
as much dance as possible live. Information about how to access performances could be
supported by dance agencies which provide access to high quality dance experiences for
children and young people and families, working with professional dancers and choreographers
and venues.
Dance should be eligible for some of the £150m that the Government recently
announced for sport in primary schools in England.
4 Does the content set out in the draft programmes of study represent a sufficiently ambitious level of challenge for pupils at each key stage?
Sufficiently ambitious X Not sufficiently ambitious
Not sure
Comments: Art and Design
The Arts Council believes that the national curriculum for Art and Design should be more explicit
and ambitious in its aims.
More explicit reference should be made to the creative process: research, ideas generation,
experimentation, analysis, synthesis, and presentation.
The importance of digital and the aims of this subject to equip pupils with adequate skills in this
field should also be stated more clearly.
We suggest a greater emphasis on digital as a medium from KS1 onwards
Young people are digitally literate from a very early age and should embrace this in the
development of their art and design skills. Technology is not a replacement for drawing and
visualisation but an extension.
The National Curriculum’s aims for art and design should ensure that all pupils can express
their feelings confidently through a range of creative visual media and techniques using the
language of art, craft, and design, to aid visual literacy.
English
Drama, storytelling, performance and role play should be cited alongside presentation
and debate as part of the arts of speaking and listening
The Arts Councils believes that the National Curriculum in English should make explicit
reference to ensuring all pupils write: clearly, accurately, coherently and creatively. Pupils
should be able to use role play, acting and drama as well as discussion to express their ideas,
and this should be made explicit in the programme of study.
The Arts Council believes that while the emphasis on grammar, handwriting and phonetics is
important, these elements must not dominate the English programme of study to the exclusion
of other important aspects. The curriculum should enable pupils to use their imaginations,
develop their skills to write in a range of contexts using different forms, styles and to be able to
‘play’ with language creatively to develop their writing skills. The proposed programme of study
for English does not place sufficient emphasis on creativity.
History
The Arts Council believes that the proposed National Curriculum for History places too much
emphasis on facts and knowledge, to the detriment of the development of skills and allowing
time for in-depth consideration. There is a danger that the teaching of history will become too
dominated by lists of facts, and lose the important focus on developing skills such as
researching and analysing material, and presenting arguments.
Music
The Department for Education publication, The Importance of Music, concludes that
identifying and promoting progression pathways is important at Key Stage 2 and
recommends that accreditation routes such as Arts Award or instrumental/vocal
examinations are available. These should be explicitly referenced in the paragraph
below the headings ‘Key Stage 2’ and ‘Key Stage 3’.
The Arts Council believes that in the subject content for Music, a greater emphasis
should be placed on musical appraisal, particularly at Key Stages 1 and 2. This
amendment would reflect an appropriate level of ambition that is currently lacking.
Key Stage 1 should make reference to performance and composition. Developing skills
in composition - including improvisation - is important: composition offers an opportunity
for pupils to build on their learning of the seven dimensions of music and utilise their
singing and musical instrument skills.
Key Stage 3 should retain reference to improvisation as part of the further development
of composition skills.
Key Stage 3 should include the aim of ensuring pupils learn about the role of music and
musicians in society and understand how music reflects trends, cultural diversity and
has a global dimension.
5 Do you have any comments on the proposed wording of the attainment targets?
Comments:
The Arts Council is concerned that a combination of (a) an extremely limited articulation of
attainment targets and (b) a potential lack of adequate investment in supporting teachers to
deliver the proposed National Curriculum, could encourage instances of the programmes of
study being interpreted in a narrow manner. There is insufficient articulation of what an excellent
and robust education in each subject would look like and the resources that are required to
support this. Adequate support for teachers and investment in the guidance and resources that
teachers can draw on to deliver the proposed National Curriculum is essential.
The current wording of attainment targets provides insufficient detail. If the system of levelling is
to be withdrawn, an alternative robust system needs to be put in place to enable teachers to
assess the attainment of pupils against a national standard and to know what outstanding
achievement looks like within a specific subject area. This is needed to ensure that suitable
rigour, challenge and continuity is reflected in subsequent target setting and plans for
progression.
6 Do you agree that the draft programmes of study provide for effective progression between the key stages?
Agree X Disagree
Not sure
Comments: It is important that Key Stage Level 1, 2 and 3 programmes of study have been created with
adequate consideration to what will be demanded of pupils by the new more challenging
qualifications that are set to be introduced at Key Stage Level 4. The Arts Council is concerned
that the proposed programmes of study at Key Stage Level 1, 2 and 3 may not be challenging
enough if taught in a narrow way, and may put some pupils at a disadvantage when progressing
to the new Key Stage Level 4 qualifications that are to be introduced.
Art and Design
There appears to be no reference made in Key Stage Level 2 Art and Design to ‘ideas,
experiences and imagination’. These are key aspects of creativity and must be appropriately
emphasised at this Key Stage in order to provide effective progression between Key Stages 1
and 3 (which both refer to ‘ideas’), and in preparation for more rigorous Key Stage 4
qualifications.
The Arts Council is concerned that digital media is only referenced in Art and Design at Key
Stage Level 3. Pupils must have the opportunity to engage with digital media as early as
possible. Many primary schools are already using tablet computers in visual arts, and the use of
software programmes to develop composition skills in music is already widespread.
History
The teaching of history as a chronology aligned to the different Key Stage levels may appear
simple and straightforward, but appears to fail to acknowledge the challenges involved in terms
of learning styles and how children develop their skills and knowledge through time. For
example, the proposed National Curriculum means that early history – by dint of it being early -
can only be taught in a way that suits young children. Similarly modern history can only be
taught in a way that suits older children. It appears arbitrary that a child leaving primary school
will have no understanding of post-1688 history, and that a child at secondary school will not be
offered the chance to learn about pre-1688 history (particularly as they develop their skills in
research and the analysis of material).
7 Do you agree that we should change the subject information and communication technology to computing, to reflect the content of the new programmes of study?
X Agree
Disagree
Not sure
Comments:
The Arts Council fully supports and welcomes the new programmes of study for Computing. As
the Livingstone/Hope Next Gen report argued, the fusion of art and technology skills are
essential for the future of all of the UK’s creative and digital industries. The Arts Council is fully
supportive of the report’s view that the sciences, technology, engineering, mathematics and art
are crucial to the future success of the UK’s fast-growing creative and digital industries, and in
fact, provides pupils with a diverse range of skills and knowledge that prepares them for careers
outside (as well as within) the creative industries.
8 Does the new National Curriculum embody an expectation of higher standards for all children?
Yes
No X Not sure
Comments:
The proposed National Curriculum states that it aspires to ‘free up’ teachers to deliver the
programmes of study in an engaging way and be able to adapt them to their pupils in order to
provide the best education possible. Less instructions and less detail are not inherently positive
or negative. Success will depend upon how they are interpreted. The chances of them being
interpreted positively will be increased with adequate guidance and resources being made
available to teachers and schools, and active Government encouragement and support of
partnerships between schools and (for example) arts and cultural organisations to deliver the
most engaging curriculum possible.
For example, the proposed programme of study for History appears to cover a vast amount of
knowledge. Teachers may interpret this in a way that leads to an excessive focus on
memorising key dates and facts at the expense of the development of the transferable skills
associated with the humanities. However given the right support and guidance, teachers can
develop lesson plans tailored to their pupils, involving the resources and outreach programmes
of high quality local museums for example. This depends on adequate investment in teacher
training and the partnerships between arts and cultural organisation and schools. The Arts
Council already funds the Bridge organisation network that is focussed on developing these
partnerships further. The relationship between libraries and Bridges is also key here and the
Bridges’ are expanding their remit to recognise libraries as part of the wider cultural sector,
introducing the Arts Award to them, for example.
9 What impact - either positive or negative - will our proposals have on the 'protected characteristic' groups?
Comments: The Arts Council believes that the ‘Inclusion Statement’ in the consultation framework document
and the proposals in general appear to offer potential for the National Curriculum to be more
effectively tailored to the different needs of pupils. However, there are two issues that must be
addressed in order to increase the probability that the impact of the proposals is positive:
Teachers and schools must be provided with adequate resources to be able to assess
and meet the specific needs of all pupils, as is their duty under Equality legislation.
While the teaching of subjects (the means) should be tailored to pupils, expectations of
performance (the ends) should not. Expectations for achievement must be universal.
The Arts Council has highlighted the lack of reference to creating music digitally in the Music
programme of study (which would benefit pupils with Special Educational Needs). It is important
that ‘tailoring’ teaching to the needs of all pupils genuinely means creating an inclusive
environment for all pupils as far as reasonably possible.
The Arts Council has also suggested under each programme of study where more reference
could be made to a broader international canon of work, or in the case of History, other major
civilisations. This is a clear example of an opportunity for a teacher and a school to tailor their
interpretation of the National Curriculum to their pupils, while retaining universal aspirations for
performance. The Consultation framework document refers to a ‘rich intellectual inheritance’.
This intellectual inheritance should encompass drawing on and reflecting the diversity of society
in contemporary England.
The Arts Council also believes more could be done to reduce the positive correlation between
poverty and poorer educational performance. The Ofsted report The Pupil Premium: How
schools are spending the funding successfully to maximise achievement (2013) raises concerns
over how a significant number of schools are spending their pupil premium. The provision of
details on how each school is spending its pupil premium, and the ability to compare this to the
performance of disadvantaged students at that school, would help schools and policymakers
identify the most effective way of reducing the positive correlation between poverty and poorer
educational performance.
10 To what extent will the new National Curriculum make clear to parents what their children should be learning at each stage of their education?
Comments:
11 What key factors will affect schools’ ability to implement the new National Curriculum successfully from September 2014?
Comments: The Arts Council believes there would be significant challenges to overcome if the proposed
National Curriculum was implemented. These include an insufficient amount of time for schools
to prepare, inadequate support and investment in teachers and teaching resources and CPD
opportunities.
12 Who is best placed to support schools and/or develop resources that schools will need to teach the new National Curriculum?
Comments:
As stressed in the answer to Q2, the Government needs to provide adequate investment in
teacher training and guidance to avoid a narrow interpretation of the proposed programmes of
study. Pupils should experience a broad and balanced curriculum: this includes experiencing
the richness of the arts.
Support to teachers should be in the form of shared knowledge and best practice, potentially
through the establishment of networks between teachers of specific subjects. It is critically
important that adequate resources are invested in initial teacher training and continuing
professional development for teachers. The full potential of the Artsmark network, teaching
school networks and subject associations should be fully exploited for this purpose.
The Arts Council believes that the Department for Education (Dfe) needs to invest in teachers in
order for the proposed reforms to have the best chance of success. Arts Council notes that the
DfE is funding the Network of Excellence in Computer Science, a teacher training network. This
is the kind of investment that needs to be made for all subjects. Awarding Organisations also
have a role to play in ensuring teachers are able to teach the national curriculum effectively.
With the right support headteachers and schools can explore the potential of arts and cultural
organisations to develop resources and support the teaching of the national curriculum. To
ensure high quality cultural education for all schools, the Arts Council and DfE have funded
Bridge organisations and Teaching Schools to develop a package of resources and continuing
professional development to support the delivery of cultural education and encourage
partnership working between schools and cultural organisations. For a prolonged period of time
English museums have invested in and developed sophisticated support for teaching across all
Key Stages. This comprises museum visits, web resources and outreach services. With
adequate support this can be built on and developed further.
The Arts Council is aware that The Tate and the Royal Shakespeare Company are keen to
support CPD if adequate investment is available. The combination of an enthusiastic
headteacher, a strong relationship between a school and high quality arts and cultural
organisations in its vicinity, and adequate investment in teachers and arts and cultural
organisations, a reduced national curriculum could offer tremendous opportunities. For
example, working with professional theatre companies is an essential element of enriching the
English curriculum. Darren Henley commented on the importance of these connections several
times in his review, ‘The best performing schools bring Cultural Education practitioners into
schools, alongside classroom teachers, to share their knowledge with pupils’. ‘Cultural
organisations and venues offer children and young people the opportunity to visit places of
specific interest, which can deepen their understanding of the world around them and provide
fresh insight into their studies’ (Darren Henley, Cultural Education in England, 2012, paragraphs
2.4 and 2.6).
In English, pupils should have access to a wide range of books both through access to library
stock but also through meeting writers and the work of literature organisations such as
Booktrust, the Reading Agency and National Literacy Trust. The partnerships between libraries
and schools should be supported to develop further. See 6.4 in Henley Review of Cultural
Education. Links with libraries and the benefits they can bring could be highlighted in the notes
and guidance though programmes such as Summer Reading Challenge (coordinated by The
Reading Agency and run in 97% of libraries) which inspire children to read in the long summer
break when their reading skills can decline without the regular reading activity at school.
Research shows that taking part in the Summer Reading Challenge can contribute towards
preventing the 'summer holiday dip' in reading motivation and attainment.
Libraries have a key role to play in supporting learning in all areas of the curriculum. The access
to books and reading, learning and information resources – online and physical - and activities
in libraries supports all curriculum subjects, not just English. Libraries support out of school
learning and creativity through Homework Clubs, Reading Groups, study-space and holiday
activity programmes. Libraries are particularly important for children and young people who do
not have access to books and/or the internet at home. School libraries and school library
services are equally crucial to supporting the curriculum, and there are exciting examples of
school libraries co-locating with public libraries (such as Pimlico Academy).
13 Do you agree that we should amend the legislation to disapply the National Curriculum programmes of study, attainment targets and statutory assessment arrangements, as set out in section 12 of the consultation document?
Agree
Disagree
Not sure
Comments:
14 Do you have any other comments you would like to make about the proposals in this consultation?
Comments:
The Arts Council recognises that this is a once in a lifetime opportunity to review and improve
opportunities for young people; to improve their life chances and ensure their educational
experience prepares them for the challenges and opportunities of life and work. We need to
ensure that rigour and challenge exist across the entire national curriculum and school
curriculum.
It is important to ensure a broad and balanced curriculum for young people that equips them
with the skills and knowledge they need to succeed in the future. That means looking forwards
rather than backwards, reacting to emerging skills gaps and learning from international best
practice. The Arts Council believes that rigorous and robust arts subjects can perfectly
compliment the sciences, technology, engineering, mathematics and English to equip young
people with a diverse range of skills and knowledge that prepare them for careers outside (as
well as within) the creative and digital industries.
In addition (not as a replacement) to the universal provision of rigorous and robust arts subjects,
the Arts Council notes that the Henley Review made reference to the softer skills and
opportunities for personal development offered by cultural education. The Arts Council believes
that Artsmark is a useful indicator of whether a school is providing these opportunities to a
certain standard.
The Arts Council looks forward to working with Government and other stakeholders in
supporting schools and arts and cultural organisations to further develop programmes of study
and guidance.
15 Please let us have your views on responding to this consultation (e.g. the number and type of questions, whether it was easy to find, understand, complete etc.)
Comments:
Thank you for taking the time to let us have your views. We do not intend to acknowledge individual responses unless you place an 'X' in the box below.
Please acknowledge this reply
E-mail address for acknowledgement:
Here at the Department for Education we carry out our research on many different topics and consultations. As your views are valuable to us, would it be alright if we were to contact you again from time to time either for research or to send through consultation documents?
X
Yes
No
All DfE public consultations are required to meet the Cabinet Office Principles on Consultation
The key Consultation Principles are:
departments will follow a range of timescales rather than defaulting to a 12-week period, particularly where extensive engagement has occurred before
departments will need to give more thought to how they engage with and consult with those who are affected
consultation should be ‘digital by default', but other forms should be used where these are needed to reach the groups affected by a policy; and
the principles of the Compact between government and the voluntary and community sector will continue to be respected.
Responses should be completed on-line or emailed to the relevant consultation email box. However, if you have any comments on how DfE consultations are conducted, please contact Carole Edge, DfE Consultation Coordinator, tel: 0370 000 2288 / email: [email protected]
Thank you for taking time to respond to this consultation.
Completed questionnaires and other responses should be sent to the address shown below by 16 April 2013
Send by post to:
Consultation Unit, Area 1c, Castle View House, East Lane, Runcorn, Cheshire, WA7 2GJ.
Send by e-mail to: [email protected]