*The Folk Educators Group is a national networking group of folk arts  

educators from across England, facilitated by the English Folk Dance and Song  

Society. Their latest meeting was on March 30. See the education section of  

the EFDSS website HERE  

http://www.name.org.uk/simplenews/statistics/click?p=eNoBeVwwhv9zOjExMjpcIpBZr3OrpNw9DYgMIGYDvQSoY2pDOXMvoxmhh8owA80MYLnnjVwwXaJ6tnbpVw_5XZM1gv6gHlwiXu_-1GOehJxvRiZlPKNcXDvffFwnBANEWMcQuNoww09KiNi7_LaaGFTQ1i_axX_92fajzBkUUwt-hDl-XCI7XS82-g%2C%2C&h=eNortjI2slJKTUsxM7M0tkwxSzZNsUxNNDRMSjE2TDNMNDcxTUo1SlayBlww5LkLIQ%2C%2C for  

links to the Folk Educators Group and to Education Resources and scroll down  

the education page for the Education Newletters

Cambridge Primary Review (CPR) network members will be aware that since last December DfE has been consulting on the national curriculum report of its 'expert panel' (EP). We understand that a statement from the Secretary of State is expected very soon and that it will launch draft proposals for the revised national curriculum together with draft programmes of study for KS1/2 English, maths and science, which are designated 'core' subjects in both the current national curriculum and the EP report. 

We hope that you'll join in the discussion and debate about the proposals, for that is what the Secretary of State will invite and that is what the CPR stands for.  As always, the CPR believes that although there is much justified cynicism about government 'consultations', it is better to engage than to remain passive. 

In anticipation, you may be interested in the attached commentary on selected aspects of the EP report presented at a recent conference in London. The commentary tackles the EP report on its own terms but it also makes frequent reference to the CPR's evidence. By way of comparison with the EP report and whatever the Secretary of State proposes, you may care to be reminded of the CPR's own analysis of the problems of the current national curriculum and its proposals for change in the form of an aims/domains framework with an enriched approach to language and literacy at its core and a substantial 'community' element. A short briefing on these is attached, and if you want to go into detail have a look at chapters 12-14 (pp 174-278) of Children, their World, their Education: final report and recommendations of the Cambridge Primary Review. You may also be interested in Colin Richards's brief but trenchant critique of the EP report which is currently under 'News' on the CPR website www.primaryreview.org.uk.

The attached commentary raises the question of how far the national curriculum can be truly national when over half of England's secondary schools, and an increasing number of primary schools, have become or will become academies and on that basis will not be obliged to follow the national curriculum. Whatever one may think about the merits of this arrangement, it does at least present schools with a significant opportunity to explore alternatives, and for that reason we believe that the CPR's curriculum framework has continuing currency.

Earlyarts is the award winning, national network for people working creatively with children and families in the arts, cultural and early years sectors. Earlyarts members help children have the best start in life by exploring creative approaches to learning, thinking and doing. We help connect the people, ideas, resources and information that nurture young children's creative and cultural capital.

Join us here and start your Earlyarts journey. Ever wondered what happens when Earlyarts members get together? Take a look here

Ray De Grussa is a disabled person in his late 40’s with significant physical, communication and literacy impairments. He lives in a care home in Sheffield and for years, dreamed of making his own music. As a result of his impairments and limited access to the wider community he has faced great disabling barriers accessing music making opportunities, as well as more basic communication such as internet, email and word processor. Drake Music and Sheffield University worked with Ray over an eighteen month period to enable him to complete elements of Sheffield Universities “Music and Creative Media” course, and compose his own music.

Drake Music associate Phillip Hill worked with Ray for only a few hours a week, using software The Grid 2 to control his laptop, enabling him to create music, study and communicate. Learning to master this complex software as well as gaining composition skills was extremely onerous and time consuming, and has taken great perseverance, determination and commitment.

Ray has gone from writing few notes in the space of an afternoon, to composing full length compostions for a variety of instruments using Sibelius software, which have later been performed live. Ray will receive the National Institute of Adult Continuing Education (NIACE) Adult Learners’ Week Digital Participation Award, including £250 towards his learning, on Monday 14^th May 2012 at the National Awards Ceremony, Queen Elizabeth II Conference Centre.

Ray tells us of his journey,

“I have always wanted to learn music but have not been given the opportunity to do so because of my disability. I have tried for three or four years to get on a music course of some type. Each time I applied I was told that it wasn't possible to accomadate my needs.

This learning opportunity has made so much difference to the way I now view myself and interact with people, it has been so much more than about learning music. With the help of Drake Music , I have become computer literate for the first time. I can communicate with my friends and family, read and keep more informed.” 

After performing alongside mainstream musicians in 2011, with the help of Drake Music, Ray is currently investigating other opportunities to teach and perform his own music.

Drake Music aims to increase access to formal music education and accreditation for disabled people. However we also recognise that success isn’t just about gaining formal

qualifications, but the whole learning process and other skills one gets from taking part in music education.

“I'm delighted that Ray has won this award. It illustrates his great tenacity as a person and reminds us that it is never too late to begin learning a new skill or, indeed, fulfilling a dream.” Gemma Nash, Programme Manager NW, Drake Music.

David Hughes, NIACE Chief Executive, said,

“Every one of our award winners, for this year’s Adult Learners’ Week, illustrates how learning can help people to change their lives, make them feel part of their community and help support them in their future. Ray’s life has improved because of his commitment, enthusiasm and ambition. I hope that others will be inspired by this story and see the role that learning can play to help them get a better life.”

Please see Ray in action - Video footage of Ray in action

For further information please contact:

gemmanash@drakemusic.org or phoebeosborne@drakemusic.org

• The application from nine Greater Manchester authorities who have established a formal partnership between themselves, along with the award winning Halle Orchestra and other world class organisations including BBC Philharmonic, Royal Northern College of Music, Manchester Camerata and Chethams School of Music to build upon a history of collaborative working across Greater Manchester.

• Devon Music Service which works across the 29 coastal and market towns of Devon and through the 31 Local Learning Communities. The service, which has gathered 53 partners from the arts and education sectors, provides a high quality music provision across the whole of the county and covers a wide range of genres including folk, world music, rock and classical.