A Curriculum for Wales Turning the corner EXPRESSIVE

A Curriculum for Wales: Turning the corner EXPRESSIVE ARTS: THE JOURNEY SO FAR Vanessa Mc. Carthy, Chair of Ao. LE and Head Brynnau Primary School Kathryn Lewis, Pioneer teacher, Porthcawl Comprehensive School

‘A Curriculum for Wales’ • Successful Futures 2 nd generation ‘New Curriculum’ (Priestley & Biesta, 2013) • Features: • Learner at the centre • Relaxation of input regulation (specification of content) • Balance of knowledge, skills and experiences • Emphasis on school & practitioner autonomy • The new curriculum is different • Thinking • Practices • Curriculum development is a process, not a one off product to be delivered

Curriculum Development: the approach • Co-construction model with pioneer schools at the heart • Facilitated by Welsh Government and Regional Consortia Leads • Supported by experts: Estyn, Qualifications Wales, CAMAU, academic experts, Ao. LE specific experts, NNEM & NNEST • Design and development via monthly 2 -day workshops since January plus extensive research including international approaches / best practice / lessons learnt

Languages, Literacy and Communication (LLC) • Entitlement for all pupils to learn Welsh, English and an international language from primary school, including literature for all • Developing strong oracy skills as important as reading and writing • The term Welsh Second Language will not be used – acknowledging ways pupils currently acquire and learn Welsh in English medium, Welsh medium and bilingual schools • Schools to help pupils make the most of other languages (e. g. home languages, BSL) • Schools to consider each pupil’s progress regularly and plan to ensure they develop skills, knowledge and understanding along a language learning continuum What matters in LLC: • Concepts that transcend individual languages • Promote bilingual, multilingual and plurilingual learning • Essential building blocks for learning and using languages effectively • Promote cultural aspects, identity and belonging

‘A Curriculum for Wales’: The Four Purposes • Ambitious capable learners, ready to learn throughout their lives • Enterprising, creative contributors, ready to play a full part in life and work • Ethical, informed citizens of Wales and the world • Healthy, confident individuals, ready to lead fulfilling lives as valued members of society

Distinctive nature of Expressive Arts Ao. LE • Individual and collaborative • Promotes active, engaged participants • Involves emotion as well as communication of thought, feelings, and ideas • Nurtures well-being, self-esteem and resilience • Enhanced self-confidence which can lead to higher performance across the curriculum. • Explore and Experience, Create and Express, Respond and Reflect

Ambitious, capable learners… • Communicating effectively in different forms and settings through pupil-led learning • Pupil-voice encourages ownership, challenge, high standards, improvement • Captures the imagination and fosters the love of learning • Opportunities for inquiry, solutions, skills application, critical thinking

Enterprising, creative contributors… • Performance challenges and supports learners to take measured risks • Creative pedagogy enables the development of positive attitudes to risktaking, reflection, learning experiences and identifies steps to take learning forward • Develops learner resilience, perseverance, critical thinking and emotional literacy • Adoption of key roles in a variety of settings

Ethical, informed citizens… • Allows learners the physical and emotional space to express their own identity, to respect others and acknowledge their own rights • Affords learners meaningful contexts to gain understanding, appreciation and discussions of cultural differences between themselves and others • Provides opportunities to develop knowledge and explore their own culture, society and the world (past and present)

Healthy, confident individuals… • Through preparation, performance, production and reflection learners develop the confidence to take risks and form positive relationships based on mutual respect. • Develops positive mind-sets and the confidence and resilience to face and overcome challenge and solve problems • The fun and the enjoyment of learning inherent to this Ao. LE contribute to an engaged, healthy and happy learner.

Importance • Accessibility of the Expressive Arts as a vehicle for inclusivity expands the realms of possibility for all • Expressive Arts foster creativity and critical thinking skills – to question, make connections, innovate, problem solve, communicate, collaborate, and reflect critically – all transferable skills that are in demand in the workplace

Overlaps with other Ao. LEs include: • Language, Literacy & Communication- Oracy through drama and music; Creative Writing, Film and Photography • Health and Well-Being – Understanding & expressing emotions; delivering SRE through the arts; confident, healthy and happy learners through the arts • Humanities- exploring cultural, social and historical development through the Arts and cultural, social and historical development of the arts • Science & Technology- technology / digital media (EA)

Autumn Objectives • How will the Ao. LE be structured? • Big Ideas - What Matters key concepts • Progression Framework

What Matters • A series of titles for the ‘what matters’ key concepts for each Ao. LE • Statements rather than a question or a single word • For each ‘what matters’ concept an explanatory narrative to be included which will outline o A rationale regarding why the concept ‘matters’ o Whether the key concept is appropriate to be taught across the continuum of learning. o An indication of the start and end point. o Any implications for overlap within and across Ao. LEs

Current Thinking: What Matters Statement (sample) The Expressive Arts are enhanced by technical skills, stylistic awareness and breadth of experience • Exemplification from narrative: Learners will experience a variety of expressive arts skills in different genres and participate with ever increasing complexity and technical skill, making meaningful contributions which enrich their lives. Learners will be able to participate successfully in activities outside of the classroom and in their future vocations. There are clear opportunities for differentiation, which, as learners progress will become increasingly more complex by process or outcome as skills develop. The rich, memorable and personal experiences that Expressive Arts provide and the skills that are drawn from these stay with learners throughout their lives.

Spring Objectives • Working with CAMAU, design and develop the detailed content and progression (first draft of new curriculum) Note: • The existing definition of curriculum - the lessons and academic content taught in a school or in a specific course or programme. • New definition of curriculum – “all the learning experiences and assessment activities planned in pursuit of agreed purposes of education” (Successful Futures p. 106 / 114) - an appropriate balance of knowledge, skills, attitudes, competences, dispositions, pedagogy and assessment

Diolch yn fawr iawn Further information: • Ao. LEs Executive summaries • Curriculum Reform Blog • Dysg • @WG_EDUCATION