International Journal of Art & Design Education

The Implications of the National Curriculum Orders for Art for GCSE and Beyond

Volume 13.2   1994



This paper sets out to emphasise the importance of providing some aspects of the curriculum in which children can experience a true sense of ownership and in which the content and learning methodologies are appropriate to their own ideas, perceptions, values and needs. Taking the position that the national curriculum and GCSE are assessment-led, the types of assessment provided by them are compared in order to define the value of formative assessment within the learning process, and its potential role in avoiding the type of teaching that results in orthodoxies. The paper concludes by speculating on potential 14 - 18 routes into higher education involving accreditation and continuity.