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.
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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.
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.
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.
The current debate about comparability would be more concerning if 2018 results showed radically different trends compared to previous years, but they don’t.
Top contributors
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Professor, School of Education, Deakin University
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Associate Professor of Education Policy and the Future of Schooling, The University of Melbourne
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Associate Professor of Geography, Flinders University
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Professor in Public History, University of Technology Sydney
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Associate Professor, Australian Catholic University
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Lecturer in Education, Deakin University
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Senior Research DECRA Fellow, Institute for Learning Sciences and Teacher Education, Australian Catholic University
