The ‘back to basics’ debate over curriculum policy obscures what teachers say they really need: clear guidelines and benchmarks of progress.
Parties must forego ideological rigidity and compromise for the common good, says Mpho Phalatse about making coalitions work.
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.
Two math professors set the record straight on Ontario math curriculum and achievement.
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.
What kind of students are we raising when music is seen as a “frill?” The decision to drastically cut music education is a misguided policy.
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.