Revised Key Stage 3

Revised Key Stage 3 Programme of Study.

The proposed new Key Stage 3 programme of study can be seen on the QCA website. An online response form is also available and colleagues will, no doubt wish to respond. It would be a good focus for a departmental discussion for instance. The final version should be available in autumn 2007 ready for first teaching in September 2008. The QCA website has useful background and supporting material about the revisions to the whole KS3 curriculum which are helpful.

Some ideas:

The PoS for art has been designed to be less prescriptive and also backwards compatible. This means that if schools are following the national curriculum now they should not need to change anything. However, there is a clear obligation to audit current practice to ensure that it does comply with the the PoS. Some departments and teachers will use this as an opportunity to make significant changes to their current practice. KS3 is the last period of statutory art education and art teachers, like those in other subjects, will see this as an opportunity to explore what sort of entitlement, experience and expertise they want to provide for their students. This should be more than a prelude to GCSE.

The PoS comes with a popup glossary which is helpful in suggesting interpretations but is not statutory. One approach to the PoS in a department could be to ensure that a common understanding is developed and a redefinition of terms could be a good way of establishing this. For instance, 'creative environments' is described thus 'This includes experience working in museums and galleries'. But schools might ask "How do we want to interpret the notion of a creative environment in this school?"

Teachers learn best from other teachers and the site includes some examples of how teachers might use the new PoS. There will be more examplars with time and this will be helpful.

Assessment is a problem, however. There are currently no plans to make any significant changes to the level descriptions. These are built quite explicitly on the current (three strand) programme of study. However, the new PoS does not follow the three strand pattern but introduces a new conceptual framework for the subject 'explore and create' and 'understand and evaluate'. A two strand, or four strand, model depending on how it is used. This will lead to a situation in which learning is planned according to one framework, but assessed using another - clearly an unsatisfactory situation. It is possible to repack the three strands into the two strand model and vice-versa - possible perhaps, desirable no. If the situation remains then teachers will have to square this circle somehow.

The new PoS does explicitly refer to critical understanding (key concepts) with a broad cultural reference point. It requires understanding of both, the cultural context and characteristics, and also consideration of the role of the artist. This should guide us to think more carefully about the nature of culture and be mindful of presenting dot paintings masquerading as aboriginal art and other examples of multicultural art which are too close to parodies of Victorian stereotypes - and as a consequence in all probability illegal under the Race Relations Act.

The PoS recognises the need to include 'contemporary practice' (range and content). The principle of ensuring that art education does not come to an end in the 1970's of pop art is to be applauded by art teachers but the pragmatic difficulties of getting first hand experience may tax schools. However, the thrust of creating a curriculum of local distinctiveness that permeates the whole KS3 agenda suggests that schools should be more willing to explore the options open to them.

Creativity: It is surprising that the definition of creativity in the new PoS singularly fails to reflect the characteristics of creativity which have been accepted by all since the NACCCE report and which are a part of QCA definition of creativity anyway. This will make it harder to engage in the pursuit of creativity in partnership with others

Aims; For the first time the general aims are statutory. This means that teachers should take account in their teaching of the need for learners to 'enjoy learning' and to become 'confident individuals' etc. This is proper and no more than the ECM expectations but it should be included in the curriculum audit and departmental SEF.

'Explore and create' - 'Understand and evaluate'; This is a good model and to an extent suggests a distinction between practical skills and intellectual processes. This could be helpful, for instance, in recognising the sources of evidence for assessment (practical work on the one hand, and behaviour, writing or discussion to provide evidence of understanding on the other) but is not as clear as it might be and some strands almost seem to be duplicated. It is possible to offer them up to the current three strand model, but to do so does change the conceptual frame of reference.

Applied contexts and New Technologies; It is good to see that 'the study of art and design should include both applied and fine art practices' and 'work in 2D, 3D and new technologies'. The key words being 'should' and 'and'. This 'should' mean that applied work and new technologies will increasingly become an entitlement and this 'should' support progression to the new Diploma in creative and media studies.