NSEAD members have responded to the call for evidence for the government's curriculum and assessment review
Following an eight week consultation period, during which NSEAD sought the views and testimony of members and partners, the Society has submitted a comprehensive set of responses to the government’s curriculum review call for evidence. We have consulted with a wide range of stakeholders with an interest in education in England schools.
In addition, NSEAD has co-written and supported submissions from collective groups focusing on specific areas.
In our response NSEAD has tried to recognise existing successes, emphasise the strength and potential of our subject – but also highlight the barriers to accessing our subject and the dynamics that are undermining the entitlement of all learners to experience a high-quality art, craft and design education at all stages of their education. Our recommendations are not about adding more to the curriculum.
In the terms of reference for the review the Chair Professor Becky Francis stated:
The Review will be rigorously evidence and data informed. The Review will not be distracted by myths, assumed ‘truths’ or behaviours in other national systems without evidence of need and/or benefit.
In further guidance material art and design was used to exemplify that point, with the implication that art and design is in a healthy state within the curriculum. The NSEAD response challenges this assumption. In her introduction to the NSEAD response, General Secretary Michele Gregson says
It is true that the decline in entries for art and design GCSE and A level is less dramatic than other arts subjects, and D&T, however, the relatively stable position of exam entries conceals an accelerating downwards trend, and a depleted workforce. Without specific changes to encourage take-up, our subject will decline.
Equally important, art, craft and design offer a unique space in which learners can learn about themselves, the world around them and their place within it. Learning in this subject is at once multi-faceted and specialist, learner centred and contextual. Through making, researching and critical reflection learners develop the skills that support their emerging sense of self, who they are and who they might become. Our subject is all about the vital business of being and becoming.
In our response NSEAD have tried to recognise existing successes, emphasise the strength and potential of our subject – but also highlight the barriers to accessing our subject and the dynamics that are undermining the entitlement of all learners to experience a high-quality art, craft and design education at all stages of their education. Our recommendations are not about adding more to the curriculum;
Read the full NSEAD response here.