Publication of the Henley review into cultural education was delayed last month, amidst growing concern about the impact of the English Baccalaureate (EBacc) on arts education.
The EBacc, which was introduced in January, rewards secondary schools for good GCSE grades in maths, English, science, a language and either history or geography. This has led to many schools switching resources to these subjects, and cutting the option to study the arts.
Pauline Tambling, chief executive of Creative & Cultural Skills, said: “The Henley review needs to send out the right signals in terms of empowering teachers to engage pupils in cultural education.” The report was expected to have been published in October.
Mark Taylor, director of the Museums Association, called for the review to be published immediately. “The effectiveness of a feasible initiative for cultural education is likely to be diminished with every month that goes by,” he added.
A report by the Cultural Learning Alliance (CLA) published earlier this year, ImagineNation, made the case for a “baseline of quality cultural learning opportunities” for every child and young person, and underlined the evidence for the educational and social outcomes that this would bring.
Lizzie Crump, coordinator for the CLA, said: “We hope that the Henley review will support the baseline, making the arts a strand in the EBacc and keeping the arts as a statutory part of the national curriculum.”
She added that learning outside the classroom initiatives such as museum and gallery visits were a pivotal part of cultural learning, but removing the arts from the national curriculum would mean less incentive for schools to engage with this agenda.
A Department for Culture, Media and Sport spokesman said no date had been fixed for the review, but it would be published this year.
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The EBacc, which was introduced in January, rewards secondary schools for good GCSE grades in maths, English, science, a language and either history or geography. This has led to many schools switching resources to these subjects, and cutting the option to study the arts.
Pauline Tambling, chief executive of Creative & Cultural Skills, said: “The Henley review needs to send out the right signals in terms of empowering teachers to engage pupils in cultural education.” The report was expected to have been published in October.
Mark Taylor, director of the Museums Association, called for the review to be published immediately. “The effectiveness of a feasible initiative for cultural education is likely to be diminished with every month that goes by,” he added.
A report by the Cultural Learning Alliance (CLA) published earlier this year, ImagineNation, made the case for a “baseline of quality cultural learning opportunities” for every child and young person, and underlined the evidence for the educational and social outcomes that this would bring.
Lizzie Crump, coordinator for the CLA, said: “We hope that the Henley review will support the baseline, making the arts a strand in the EBacc and keeping the arts as a statutory part of the national curriculum.”
She added that learning outside the classroom initiatives such as museum and gallery visits were a pivotal part of cultural learning, but removing the arts from the national curriculum would mean less incentive for schools to engage with this agenda.
A Department for Culture, Media and Sport spokesman said no date had been fixed for the review, but it would be published this year.
Mick Waters: call to action for cultural education
Editorial: the case for cultural education is clear
