A clinical psychologist who treats young people with eating disorders gives her verdict on changes to the Australian curriculum designed to prevent these mental health conditions developing.
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Artículos sobre Australian curriculum
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Two education researchers argue it is important we don’t let ‘curriculum wars’ distract us from the other issues hurting Australian schools and education.
Simply setting aside time for collaboration doesn’t always lead to better outcomes for teachers or students. Effective collaboration requires skilful leadership and a common language.
The 10-week pilot program Totemic Species in Schools shows how Indigenous science can be woven into the existing curriculum. Students, teachers and parents provided positive feedback.
A whole-school approach to literacy is far more effective for students, but few Australian schools have practical plans for building literacy across all subject areas.
The number of content descriptions of what teachers should teach and what students should learn has been cut by 21%. In primary school geography, 50% of these descriptions have gone or been reduced.
The Ukraine war shows how important agile and critical social media use can be. It’s a reminder that our English curriculum in schools is out of touch with our world of digital communication.
Research shows the brain processes language as if it’s music, which helps explain the link between music education and gains in literacy. Unfortunately, not all states have heeded the evidence.
By pushing the timing of approval back to April, likely just before the election, the government has put itself in a position to use the curriculum to score political points.
The new version of the Australian Curriculum should be approved for use by 2022. With the ongoing controversy around the document, ministers must remember three crucial things.
Preparing young people for their future requires teachers to be climate change educators, but the federal government has resisted its inclusion in the curriculum. It’s up to states to take the lead.
The draft version of the revised Australian Curriculum has caused much controversy since it was released in April this year. And many wonder what the point is of having a national curriculum at all.
Education Minister Alan Tudge has rejected the draft history curriculum. He wants students to learn that ‘we live in the greatest country on Earth’. That’s not history. It’s jingoistic nationalism.
University experts are well placed to equip students with holistic climate knowledge and help teachers cover a subject that’s neglected by the Australian Curriculum.
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?
Public debates about the Australian Curriculum are arguably a sign of democracy at work. Suggesting that some things, such as Anzac Day, are sacred and beyond critical inquiry is not.
There are different versions of ‘English’ in different states, with various titles and levels of difficulty. It’s important to choose the right one to reach your desired destination.
The national curriculum expects teachers to teach some maths concepts through a financial lens. The revised curriculum includes the financial lens as an example teachers can use, if they choose to.
Critical race theory highlights the systemic and institutional nature of racism. A campaign to misrepresent the theory is being waged by right-wing actors in the US, and some at home.
The proposed maths curriculum would result in a deeper understanding of key concepts. It expects students to explain their maths reasoning rather than present their answer without justification.
Principales colaboradores
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Lecturer, The University of Queensland
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Emeritus professor, The University of Western Australia
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Lecturer in Education, Deakin University
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Lecturer in Arts and Teacher Education, University of the Sunshine Coast
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Associate Professor of Education Policy and the Future of Schooling, The University of Melbourne
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Lecturer in Education, University of Newcastle
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Senior Lecturer in the School of Education, Deakin University
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Senior Lecturer, School of Social Sciences, Monash University
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Professor, School of Education, University of Southern Queensland
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Professor and Director of the Centre for Youth Policy and Education Practice, Monash University
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Professor in Sustainability and Urban Planning, Leader, Interdisciplinary Conservation Science Research Group (ICON Science), RMIT University
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Associate professor (Curriculum Inquiry / Rural Education), University of Canberra
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Research associate, University of Sydney
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Director of Research and Development, Pivot Professional Learning; and Honorary Fellow, The University of Melbourne
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Senior Lecturer in Humanities and Social Sciences, Faculty of Education, University of Tasmania
