We need to ensure the best scientific research in play-based learning and early reading is leveraged, and teachers receive supports to meet children’s developmental and academic needs.
Australian governments have committed a lot of money and effort over the last few decades to improve schooling using “what works”. But this hasn’t worked. So what can we do to improve education?
At the heart of accusations of a crowded curriculum are concerns key areas — such as literacy and numeracy — will be compromised by an insidious creep towards content such as gender issues.
Leaked curriculum drafts in Alberta show a desire to revive old colonial myths. To face today’s challenges, we need stories that teach how humans are related to each other and to all life forms.
Instead of getting “back to basics” to improve math skills, we should make math literacy a priority by developing, attracting and supporting skilled teachers, and improving math literacy at home.
Premier Doug Ford and Minister of Education Lisa Thompson have told elementary school teachers to expect curriculum change directives for “back to basics” mathematics, a move that could hurt students.
To get more students interested in STEM subjects, teachers must break out of the traditional subject-matter silos and use an approach that helps kids understand how math is used in the real world.
We run a significant risk that the divide between the haves and have-nots will widen even further through the “back to basics” curriculum approach advocated by Education Minister Pyne.
Chief Research Specialist in Democracy and Citizenship at the Human Science Research Council and a Research Fellow Centre for African Studies, University of the Free State