Making_a_mark_-_art_craft_and_design_education_2008-11
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Making_a_mark_-_art_craft_and_design_education_2008-11
Ofsted raising standards improving livesMaking a mark:art, craft and design education2008/11This report evaluates the strengths and weaknesses of art, Making_a_mark_-_art_craft_and_design_education_2008-11, craft and design education in schools and colleges in England. It is based principally on subject inspections of 96 primary schools, 91 secondary schools and seven special schools between 2008 and 2011. This includes five visits in each phase to focus on an aspect of good practice. The report also Making_a_mark_-_art_craft_and_design_education_2008-11 draws on institutional inspections, 69 subject inspections in colleges, and visits to a sample of art galleries. Part A focuses on the key inspectionMaking_a_mark_-_art_craft_and_design_education_2008-11
findings in the context of the continued popularity of the subject with pupils and students. Part B considers how well the concerns about inclusion, Ofsted raising standards improving livesMaking a mark:art, craft and design education2008/11This report evaluates the strengths and weaknesses of art, Making_a_mark_-_art_craft_and_design_education_2008-11ryIKey findings3Recommendations4The context of art. craft and design education in England5Part A: Art, craft and design education in schools and colleges6Achievement in art, craft and design7Teaching in art. craft and design14The curriculum in art. craft and design25Leadership and management in art, Making_a_mark_-_art_craft_and_design_education_2008-11 craft and design33Part B: Making a mark on the individual and institution39Progress on the recommendations of the last triennial reportPromoting achiMaking_a_mark_-_art_craft_and_design_education_2008-11
evement for all41Providing enrichment opportunities for all46Developing artists, craftmakcrs and designers of the future48Focusing on key subject skilOfsted raising standards improving livesMaking a mark:art, craft and design education2008/11This report evaluates the strengths and weaknesses of art, Making_a_mark_-_art_craft_and_design_education_2008-11ted60Executive summaryChildren see before they speak, make marks before lhey write, build before they walk. Bui their ability to appreciate and interpret what they observe, communicate what they think and feel, or make what they imagine and invent, is influenced by the qualily ol their art, cralI an Making_a_mark_-_art_craft_and_design_education_2008-11d design education.The previous triennial report, Drawing together: art, craft and design in schools identified the factors that contributed Io high qMaking_a_mark_-_art_craft_and_design_education_2008-11
uality provision in the subject.1 But the report also drcsv attention to concerns that pupils who remained unconvinced about their capacity to draw weOfsted raising standards improving livesMaking a mark:art, craft and design education2008/11This report evaluates the strengths and weaknesses of art, Making_a_mark_-_art_craft_and_design_education_2008-11t gallery enjoyed by others. This survey sets out to evaluate the success of 91 primary schools, 86 secondary schools and seven special schools inspected between 2008 and 2011, in promoting inclusion and high achievement for all. It also draws on 69 inspections of colleges and visits to a sample of Making_a_mark_-_art_craft_and_design_education_2008-11art galleries and museums in identifying examples of highly effective and innovative practice. Throughout this report the features of best practice obMaking_a_mark_-_art_craft_and_design_education_2008-11
served within and across different phases of education are highlighted.Two-fifths of pnmary schools and three-fifths of secondary schools inspected inOfsted raising standards improving livesMaking a mark:art, craft and design education2008/11This report evaluates the strengths and weaknesses of art, Making_a_mark_-_art_craft_and_design_education_2008-11udged good or better Creativity was promoted particularly effectively in early years settings and in sixth forms. Adventurous work inside and outside the classroom, large scale and small scale work, observed and imagined starting points, and approaches to learning that balanced exploration with demo Making_a_mark_-_art_craft_and_design_education_2008-11nstration were common strengths seen in the Larly Years I oundation Stage CLYf 5) and in post 16 education. These features were less evident in Key StMaking_a_mark_-_art_craft_and_design_education_2008-11
ages I to 3 where lhe proportion of satisfactory provision was greater.The quality and range of drawing seen were no better during this survey than inOfsted raising standards improving livesMaking a mark:art, craft and design education2008/11This report evaluates the strengths and weaknesses of art, Making_a_mark_-_art_craft_and_design_education_2008-11s' progress in drawing slowed during KeyStages I and 2 and was no belter than satisfactory at Key Stage 3. Pupils in Key Stages I to 3 were rarely encouraged to use the approaches taken by artists, craftmakers and designers to improve their drawing. Conversely, good skills in drawing underpinned goo Making_a_mark_-_art_craft_and_design_education_2008-11d achievement in Key Stage A and in post 16 education. The best work in schools and colleges was characterised by a breadth of drawing media used forMaking_a_mark_-_art_craft_and_design_education_2008-11
a wide range of purposes, including for recording, experimenting, analysing, and developing ideas.Ofsted raising standards improving livesMaking a mark:art, craft and design education2008/11This report evaluates the strengths and weaknesses of art,Ofsted raising standards improving livesMaking a mark:art, craft and design education2008/11This report evaluates the strengths and weaknesses of art,Gọi ngay
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