National Curriculum

Earl of Clancarty Excerpts

Tuesday 26th March 2013 Grand Committee

[The Earl of Clancarty]

My Lords, I find it bizarre that a national curriculum can be so much the product of those—some might say of a single individual—who, in their day-to-day work, have such an overtly political agenda. Surely our country’s national curriculum should be in the hands of an expert independent commission, at arm’s length from Ministers. If the national curriculum still has significance when the voting age is reduced to 16—as I think will happen—there will be an even greater need for the content of national school education to be as free as possible from political interference. Will the Minister tell us whether the coalition would consider taking the planning of the national curriculum out of ministerial hands, and make it wholly independent of politics?

A school education should give students basic information and frameworks in which to work. Beyond that, it should provide them with the wherewithal to think for themselves. At least by their teens, young people should be encouraged to bring their own interpretations and thinking to bear on contemporary issues that should be part of the curriculum, including debates around climate change and gender politics, among others.

Following the theme of individual thought, with reference to the statement on page 5 of the document concerning provision for collective worship, do the Government understand the terms “collective worship” and “assembly” to be the same thing or do they consider the two things to be combined? If that is the case, the atheists and agnostics among us would still have to opt out, which is discrimination.

I agree with those who like to see English read, written and spelt well, and grammar understood. That is also useful for learning other languages. However, basic skills, especially in English and maths, should be sorted out in primary schools. What should not be the case is that the failures which the Government claim are occurring at primary school leaving age are carried by secondary schools. By that point, they should be developing students beyond the basic level.

Despite the arts community being so outspoken about last year’s English Baccalaureate Certificate plans, it worries me that in this draft national curriculum, the arts are still not regarded as being on an equal footing with other subjects such as the sciences. The arts are not asking to be treated as better than sciences, but to have parity. Art, design and music are given some space, but there is a fine balance between inordinate prescription and neglect. Apart from fleeting references on page 7, there is no mention of dance, film and animation, digital media or photography, while drama is mentioned in the English guidance notes. These are holes in the national curriculum. Along with many others, Alistair Spalding, the artistic director of Sadler’s Wells, is concerned that dance is now being left out of the PE curriculum. Perhaps this oversight can be rectified.

In terms of music, many are pleased that the Government are taking some notice. However, on 6 March at the Westminster Education Forum, the chief executive of the Incorporated Society of Musicians, Deborah Annetts, highlighted Ofsted’s own guidance that pupils should be able to,

“appreciate music through active involvement as creators, performers and listeners”.

This principle ought to be emphasised in every area of the arts, including drama. The Government should listen carefully to the recommendation of Josie Rourke, artistic director of the Donmar Warehouse, who would like to see within the curriculum every child being entitled to trips to visit cultural public spaces. One single experience at a concert, a gallery or the theatre can be worth many lessons.

The art and design curriculum has an old-fashioned and absolutist feel. It ignores the idea of critical looking and debate. In their teens, pupils can be engaged with contemporary art, which represents a significant area of modern-day visual literacy. Also, as others have pointed out, the term “great artist” should be replaced by “significant artist”. Who is and is not “great” is a part of the debate, while greatness is itself a debatable term. Will the Government say something about the Arts Council’s projected involvement in the GCSE syllabus for arts subjects? A good and practical arts education should demonstrate as full a panoply of techniques and media as possible, new as well as old. A similar criticism can be made of music, which now lacks a reference to music technology, including electronics, computers and recording.

If, as many increasingly believe, the arts and creative industries are crucial to Britain’s economic recovery, there needs to be a greater sense of urgency from the Government about the provision of an excellent and comprehensive arts education that is available to all. The national curriculum should reflect that.