1. Expressive arts: The journey so far
A Curriculum for Wales: Turning the corner
Expressive arts: The journey so far
Vanessa McCarthy, Chair of AoLE and Head Brynnau Primary School
Kathryn Lewis, Pioneer teacher, Porthcawl Comprehensive School

2. ‘A Curriculum for Wales’
Successful Futures 2nd 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

3. 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, AoLE specific experts, NNEM & NNEST
Design and development via monthly 2-day workshops since January plus extensive research including international approaches / best practice / lessons learnt

6. 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

7. ‘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

8. Distinctive nature of Expressive Arts AoLE
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

9. 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

10. Enterprising, creative contributors…
Performance challenges and supports learners to take measured risks
Creative pedagogy enables the development of positive attitudes to risk- taking, 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

11. 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)

12. 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 AoLE contribute to an engaged, healthy and happy learner.

13. 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

14. Overlaps with other AoLEs 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)

15. Autumn Objectives How will the AoLE be structured?
Big Ideas - What Matters key concepts
Progression Framework

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

17. 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.

18. 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

19. Diolch yn fawr iawn Further information: AoLEs Executive summaries
Curriculum Reform Blog
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