The Curriculum Discourse in Australia in 2007 and Beyond The

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					The Curriculum Discourse in
Australia in 2007 and Beyond:
The Future of Schooling in Australia Report
Curriculum Corporation 14th Annual Conference, Sydney Hilton Hotel
12-13 November 2007

Professor Peter Dawkins, Secretary, Department of Education and Early
Childhood Development
The Future of Schooling in Australia Report

• What has changed or become
  clearer since the Adelaide
  Declaration?
• A broad framework for
  designing curriculum
• Towards a national
  curriculum
• Enhancing assessment and
  reporting
• Other matters
What has changed or become clearer since
the Adelaide Declaration?

• Global environment
  –   9/11
  –   Global warming
  –   Information revolution
  –   the rise of China and India
• Research evidence
  – the economic impact of school education
  – the social impact of school education
Dealing with these challenges of the 21 Century

  Education is crucial for future economic prosperity.
 Economic and technological skills to operate in an
  Young people need the right
 information-rich world.

  Education is critical to both understand & address
 Environmental
 emerging environmental challenges.

  Education promotes social cohesion
 Social/cultural/ethical
  Key driver for delivering equality of opportunity
  Spiritual, moral, cultural, & physical development
Curriculum: a solid foundation to
enable advanced learning
It is critical that every student achieves/develops:
               A solid foundation in skills and knowledge on
               which further learning and adult life can be built.

               Deep knowledge and skills enabling advanced
               learning, ability to create new ideas & translate
               them into practical applications.

               General capabilities that underpin flexible
               thinking, a capacity to work with others, an
               ability to move across subject disciplines
Curriculum offering for all students

     “All students in Australian schools
     should have access to a broad and
  comprehensive curriculum that details
   the knowledge, understandings, skills
  and values to be achieved and provides
     a basis for the attainment of high
          standards of achievement”
Early Years

• Literacy and numeracy

• Social, emotional and
  physical development
Middle and Later Years
• Increasing focus on disciplines within
  science, social science and humanities
• Specialised areas of learning

• Problem solving,
  synthesising, teamwork
  and being able to move
  across disciplines
Innovation & creativity

• Fundamental to individual & national
  prosperity in a global market place
• Critical in developing responses to both
  new and intransigent social challenges

  Recognition that new ways of thinking are borne
  out of deep knowledge & its application across
  disciplines
Learning Areas
Key Disciplines
English
Maths & Science (incl. physics, chemistry and biology)
Languages
The Arts
Humanities & Social Science
• History; Geography; Economics
Learning Areas
                                  Other important
Key Disciplines
                                  areas of learning
English                           Health & Physical Ed
Maths & Science (incl: physics,   Technology
chemistry and biology)
Languages                         Civics & Citizenship
The Arts                          Business
Humanities & Social Science
•History; Geography; Economics
Towards national
curricula

   “Collaboration between the
     States, Territories and
  Commonwealth… has put in
 place a number of agreements
  that provide a framework for
       national curricula.”
Towards national curricula
Now a general will to take this
collaboration to the next stage:
– National dialogue
– Sharing best practice
– Using curriculum expertise
– Interest in comparing student
  outcomes
– Assisting students who cross
  state boundaries
– Economic efficiencies
Towards national curricula: the action plan
         States and Territories commit to working
       together in collaboration with Catholic and
        Independent sectors to share high quality
                   curriculum material

   Developing nationally consistent curricula that:
   – Sets core standards and achievement standards
   – Provides flexibility for jurisdictions and school sectors
   – Establishes standards as a basis for national testing
   – Broadens options for students
   – Ensures achievement reported on same scale nationally
Assessment and Reporting

• diagnostic assessment is
  most important
• parents and students need
  reports on progress
• more sample assessment of
  students
• school comparisons not
  straightforward –value added
  measures have promise
Action Plan for Assessment and Reporting
 Testing to improve student performance
 Working together to:
    – improve school capacity to assess performance
    – ensure quality national tests & explore sample tests
    – share targeted intervention strategies in like schools


  Reporting on performance
      reporting in clear language
      reporting at all benchmark levels in national tests
      fair, public reporting on school performance („value
     added‟)
Curriculum, assessment and reporting
- just part of the collaborative agenda
         • Quality of teaching & school
           leadership
         • Early childhood
ALSO     • School retention/transitions
         • Improving indigenous outcomes
         • Partnerships with parents,
           community, business
    Future of Schooling : Next Steps

“We ask that State and Territory Ministers for Education
  take the report to MCEETYA to seek endorsement and to
  establish a process for the development of a new
  Declaration on the Future of Schooling in Australia,
  drawing on this report. This process should include the
  Catholic and Independent school sectors”

 Council for the Australian Federation , 25th September
 2007
From collaborative federalism to a
discourse about 21st Century curriculum

 The Future of Schooling in Australia
  report establishes the platform for
  further constructive debate about
  the future of curriculum in Australia
Dealing with these challenges of the 21 Century

  Education is crucial for future economic prosperity.
 Economic and technological skills to operate in an
  Young people need the right
 information-rich world.

  Education is critical to both understand & address
 Environmental
 emerging environmental challenges.

  Education promotes social cohesion
 Social/cultural/ethical
  Key driver for delivering equality of opportunity
  Spiritual, moral, cultural, & physical development
Curriculum: a solid foundation to
enable advanced learning
It is critical that every student achieves/develops:
               A solid foundation in skills and knowledge on
               which further learning and adult life can be built.

               Deep knowledge and skills enabling advanced
               learning, ability to create new ideas & translate
               them into practical applications.

               General capabilities that underpin flexible
               thinking, a capacity to work with others, an
               ability to move across subject disciplines
Learning from Overseas Success: Finland

 Report takes note of the
 success of curriculum reform
 in Finland

  – Moved to national standards
  – Core content specification
  – Flexibility for schools in
    timing and methods
Other developments overseas: UK
  The UK Qualifications and Curriculum Authority (QCA) is
  developing a new national curriculum built around two
  fundamental aims:

Aim 1: The school curriculum should aim to provide
  opportunities for all pupils to learn and to achieve

Aim 2: The school curriculum should aim to promote pupils'
  spiritual, moral, social and cultural development and
  prepare all pupils for the opportunities, responsibilities
  and experiences of life.
 Other developments overseas: US
Six US states are
considering ways of
incorporating 21st
century skills into their
curricula:
•Maine
•Massachusetts
•North Carolina
•South Dakota
•West Virginia
•Wisconsin
Summary
• Collaborative federalism approach to curriculum, assessment
  and reporting
• Commitment to high quality teaching and learning and the
  sharing of best practice
• A process for developing a new Declaration to succeed the
  Adelaide Declaration
• This provides an opportunity for a national dialogue about 21st
  Century Curriculum building on the Future of Schooling Report

				
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