EQUALITY OF OPPORTUNITY

It is vital that the issues below are considered when producing broad and balanced programmes of study at every phase.

Gender
It is important when planning programmes of study to recognise the creative contribution of both men and women. As recorders, analysts and interpreters of the real world, pupils acknowledge the creative potential of the individual. Topics, themes and subjects will generally be neutral in nature, but at times specific male/female choices will be available in a balanced way.

Race
We live in a culturally pluralist society, and a more conscious acceptance of multi-ethnic influences leads to increased tolerance and understanding. By breaking away from the Eurocentric emphasis of many of art teaching traditions, and by using ethnically diverse materials, teachers can enrich the artistic experience and development of all their pupils.

Special Educational Needs
All children and young people are able to engage in most art activities. Although their levels of ability and understanding may vary considerably, and their works may show a wide range of interpretations, all works should be regarded as an expression of thoughts and feelings.

If the integrity of self-expression is recognised, if teachers hold appropriate expectations of pupils and if an atmosphere of stimulation, support and appreciation is established in the classroom, art can promote the growth of confidence and self-esteem, and do much to develop and refine individual motor skills and manual dexterity.

This page last updated 16 May 2005

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