Today’s story and the radical ideas in it are for discussion. During the coming year there will be lots more. It’s a work in progress – some ideas will be developed and some abandoned.
There are two examples from the story below:
Please note: the story is in black. The measures or ideas that have been contributed to the story this week are in purple. They are for comment and discussion; they do not necessarily represent the views of the Commission.
……in 2030, the child reaches primary school endowed with self-confidence, able to learn and enthusiastic to contribute.
The primary curriculum is designed to make the transition from pre-school easy, and subsequent learning continues to place high value on acquiring and developing creative skills with the continuing objectives of building confidence, learning successfully and interacting well.
All children leave primary able to read and write. They also (sing), dance, perform, play an instrument, paint and model, understand and respect their own environment and heritage and that of other cultures.
Creative expression is taught through Scottish forms where possible. For example, reading schemes are customised so that pupils learn basic skills in the context of Scottish culture and society. This makes economic sense because all monies are spent in Scotland: the writing, publishing, distribution and procurement are contained in this country.
Scottish resources are commissioned and developed as a way of offering choice to teachers who will wish to build both skills and cultural understanding in a unified process.
The outcome of primary school is that children remain enthused about both learning itself and each element of the creative experience
The physical environment within the school is inspirational. The effect of the built environment around the children was carefully assessed during the programme of refurbishment that took place from 2005 - 2030.
The external appearance of the school was transformed by variable lighting in the evening. Schools will look like exciting places. They shine. There is intensive community use.
Vandalism is reduced by a calculable amount, evening hires are worked on the basis of a business plan that includes energy costs and sponsorship of events or even lighting costs by local firms has therefore become possible.
Inspirational environments congruent with the expectations of the “inspired generation” involved planning, designing and funding communities...
To be continued…by you
To contribute to the story of primary schools in 2030, talk to us >>
In 2030, the child reaches primary school endowed with self-confidence, able to learn and enthusiastic to contribute.
The primary curriculum is designed to make the transition from pre-school easy. Subsequent learning continues to place high value on acquiring and developing creative skills with the continuing objectives of building confidence, learning successfully and interacting well.
All children leave primary school able to read and write. They also sing, dance, perform, play an instrument, paint and model. They understand and respect their own environment and heritage and those of other cultures.
Creative expression is taught through Scottish forms where possible. For example, reading schemes are customised so that pupils learn basic skills in the context of Scottish culture and society. This makes economic sense because all monies are spent in Scotland: the writing, publishing, distribution and procurement are contained in this country.
Scottish resources are commissioned and developed as a way of offering choice to teachers who will wish to build both skills and cultural understanding in a unified process.
The outcome of primary school is that children remain enthused about both learning itself and each element of the creative experience
The physical environment within the school is inspirational. The effect of the built environment around the children was carefully assessed during the programme of refurbishment that took place during 2005-2030.
The external appearance of the school was transformed by variable lighting in the evening. Schools now look like exciting places. They shine. There is intensive community use of them.
Vandalism is reduced by a calculable amount. Evening hires are worked on the basis of a business plan that includes energy costs. Sponsorship by local firms of events- or even things such as lighting costs – has become possible.
Environments became inspirational in line with the expectations of the "inspired generation". The development of these involved planning, designing and funding communities.
Older people in 2030 form a significant proportion of the public for the arts, libraries and the heritage sector, both as visitors and as escorts for children. In fact, they champion the arts and heritage on behalf of their children and grandchildren. Those in their 50s and 60s, not yet pensioners, who always formed the bulk of the arts audience, are now the main catalyst for the family audience through systematic involvement with education.
Those aged 70 and over are aware of getting older and feel their physical limitations. But arts and heritage providers value them.
There's been excellent research showing how to cater for older citizens. They're known to favour daytime activities, events of shorter duration, venues with comfortable seats, good acoustics and pleasant lighting. These preferences are increasingly reflected in the programming, scheduling and marketing of arts activities.
There is a national focus on research into user and non-user data that helps arts and heritage providers to customise their programmes. A single agency handles all research and commissions work that is made public, explained and discussed at joint agency meetings. It is funded directly by the clients and by the Scottish Executive and the Department for Culture, Media and Sport.
The buses that take pensioner groups to and from events are equipped with lavatory and television facilities. For evening performances or exhibitions, pensioners join a bus that offers vast choice in screen entertainment during the journey.
Every effort is made to promote and package the arts as attractively as possible for the older age group – for example, by offering a light lunch with a midday concert, a matinee performance followed by a chance to talk with the cast, or a heritage coach trip accompanied by an expert guide.
In 2030 many businesses and organisations are competing for the attention – and money – of the grey generation. The arts and heritage sectors are geared up to communicate with them as comprehensively and effectively as possible.
Tickets for performances and exhibitions are bought at supermarkets where the National Ticket Agency (NTA) has outlets. You can see trailers for any show or exhibition and buy a complete package of ticket, transport and meal. The NTA books your transport and meals and confirms everything online in vision or sound. The NTA also makes a great deal of data available. It has business sponsors and is run by one of the Scottish banks. The data is public property. The service is sponsored.
Libraries target their services on older citizens.
While children's library services are focused on schools, older people are offered consumer and citizen information in specialised centres in the middle of town where other information agencies share the building. Pensioners can order and receive books through a Scottish online service that includes a tape of the author talking about the book and the chance to talk back and post an opinion. Much of the service was paid for by the net gains in reorganisation and through partnering the Health Service in providing special services for the housebound and elderly.
As the project goes on, some ideas will be developed and some abandoned. But we're determined to air the best thoughts you send us.