New National Curriculum governed by ACARA: Why change something that’s workingConference Paper

EDU8719Presented by Kylie Shegog

History of Queensland has shown many changes with the development of state curriculums and new declarations. Changes occurring rapidly because of global economics and increasing technology. Differences between past and present curriculums.Many criticisms about the Australian Curriculum and for the concerns of it’s applications.

INTRODUCTION

A LOOK BACK ON

QUEENSLAND

EDUCATION HISTORY OF 150 YEARS

http://education.qld.gov.au/library/edhistory/state/chronology/index.html

1860 1st Education Act 1875 1st Syllabus

1905 New revised Syllabus focusing

on the child’s needs. Inclusion of Biology, Geology,

Botany, Meteorology and

Agriculture

HISTORY OF QUEENSLAND’S EDUCATION

Only three changes in 45 years

1930 New syllabus balance of academic,

utilitarian, cultural emphasis

1947 Forming of the Syllabus Committee to take the load off

the Education Board

1952 Revised Syllabus by the new

committee promoting

expression, reading, study, developing

intelligence, observation and the students needs for

career choice.

1965 Syllabus change with

western society influences because of new advances in

knowledge.

HISTORY OF QUEENSLAND'S EDUCATION

1905 – 1965 another four changes

1970 Radford Report

1971 Murphy Report

1972 Sub-branches formed in syllabus

committee into subject

areas

1978 The Scott Report: A review of the school

based assessment

in Queensland

(ROSBA)

1981 1st phase of ROSBA

HISTORY OF QUEENSLAND'S EDUCATION

Within the space of 10 years 5 actions have taken place. Education

development is proceeding quickly.

1987 P-10 Curriculu

m framewor

k was develope

d and syllabus revised

1989 New

Education Act

Hobart Declaration was

developed

1991 Focus on Schools

report and reconstruction of the Departme

nt of Education

1994 Shaping

the Future Report

1995 development of the

Queensland

Curriculum Council

and Queensland School Curriculum office

1996-1997

Introduction of

Education Queensla

nd

1998-2000Queensl

and State Education 2010-The

Next Decade introduced

1999 the Hobart

declaration was

superseded by the

new Adelaide

Declaration

HISTORY OF QUEENSLAND’S EDUCATION

In only 13 years 9 major changes occurred

From the Melbourne Declaration and previous curriculums came the Australian National Curriculum

May 2009 Australian Curriculum, Assessment and Reporting Authority (ACARA) then June the Melbourne Declaration

superseded the Adelaide Declaration

2008 the appointment of the National Curriculum Board

In 2007 the Current QCAR Framework: Essential Learnings was released, in which the National Curriculum stemmed

In 2000 the New Basics document provided the “Core Curriculum’

Came the Adelaide Declaration in 1999

From the Hobart Declaration in 1989

HISTORY OF QUEENSLAND’S EDUCATION: THE CURRENT STAGES

THE LAST 20 YEARS

LEADING UP TO THE NATIONAL

CURRICULUM

This was the start of all future curriculum developments

Introduction of the Key Learning Areas

Structure on what students need to learn

Importance of students environment

http://www.mceecdya.edu.au/mceecdya/hobart_declaration,11577.html

THE BEGINNING‘THE HOBART DECLARATION’

2001-2003New Basics or commonly known as The Core Curriculum

Providing a common National Statement about performance levels

Productive PedagogiesRich Tasks

Learn through a students environmentIntellectual focus to engage in theories

Focus on new skills for global times

http://education.qld.gov.au/corporate/newbasics/

NEW BASICS ‘CORE CURRICULUM’

2006

New Essential Learnings that students need to know

Introduction of ‘ways of working’, ‘knowledge and understanding’

Includes the core curriculums students need to know for assessment purposes for each level

Enables peace of mind for parents and others in society that specific elements are being taught

http://www.qsa.qld.edu.au/574.html

QCAT AND THE ESSENTIAL LEARNINGS

Adelaide Declaration – derived from the Hobart Declaration

Goals set out in dot points for ease of understanding of key elements

Literacy and Numeracy inclusionIndigenous inclusion

http://www.curriculum.edu.au/mceetya/nationalgoals/index.htm

Melbourne Declaration – following from previous Where the focus of the National

Curriculum was originated fromhttp://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

NEXT DECLARATIONS

Curriculum used in Australia nationallySame aspects as past curriculums after the Hobart

DeclarationSimplified Key Learning Areas

Explicit knowledge content to be taughtDetailed yet flexible to be used for local factors

Detailed assessmentsIntroduction of the History Learning Area

Easier to follow subsections Still has the same student focus, socially and for a global

economy

http://www.acara.edu.au/curriculum.html

AUSTRALIAN NATIONAL CURRICULUM SPECIFICS

THE AUSTRALIAN NATIONAL

CURRICULUM

ADVANTAGES AND CONFLICTS

Developed too hastily for a political agenda

Government/Political issues since it was first questioned in the 1980’s

Teachers did not get recognition in the development stages

May take too long to start working in the nations results

NATIONAL CURRICULUM CONFLICTS

Students changing schools locally and nationally will be better prepared

Global understanding and interaction

New skills locally and internationally

A curriculum designed to be a prominent standard

Enables better moderation of students results

Tracking schools and students progress will be easier

NATIONAL CURRICULUMS ADVANTAGES

CONCLUSION

In conclusion This National Curriculum will help develop the future for our developing adults socially and in preparation for a technological and economic global economy. These implications should dissipated once the National Curriculum’s implementation on the 8th of December and the benefits will outweigh the criticism. If there were no change no one will progress. All for the students, community and global development for a sustainably future.