TIIE S3NIO~ SCHC~~ CURRICULU~ IN rnG~AND AND AUSTRALIA

by

:?. A. CEHE:I:YS, B.A.

A Report Submitted in Partial Fulfilment of the iiequirement for the Degree:

MASTEii OF ZDUCATION

in the

University of New South ~ales

January, 1977. This is to certify that the present study has not been submitted for any other award in the University of New South Wales or any other institute. ABSTRACT

This Report reviews the historical background and development of senior secondary education in Bngland and

Australia. An attempt is made to identify and analyse the aims and objectives of the senior school curriculum in both countries.

The psycholo0 ical, philosophical and sociological pers­ pectives are used to provide a rationale for curriculum design in the senior school. If all students aged 16+ are to be afforded the opportunity of non-vocational senior educa­ tion then curriculum provisions and school climate must reflect this in a wide range of choice and social awareness.

The curriculum provisions discussed in Chapter IV are used for a co~parative study. The movement away frcm a totally traditional curriculum towards a wide form of general education seems most evident in parts of Sngland and the

Australian Capital Territory. Indecision regarding the re­ quirements of certain subjects, external examinations and priority attention to matriculation cloud the development of a more flexible curriculum in both countries.

The conclusions of Chapter V attend to the problems of evaluation, community participation and resource availability.

These factors are major constraints presently hindering the development of suitable curricula for senior secondary students. ii. PREFACE

Originally this report was to concentrate on the formation and development of Sixth Form Coll0ces in England and Australia. Subsequently it was suggested the report look at Curriculum orientations in Senior Schools.

The Restructured Senior Curriculum introduced in New South Wales in 1975, together with the establishment by the Federal Govern~ent of Senior Colleges with alternative curricula in the Australian Capital Territory also in 1975, provided fer­ tile ground for investigation in Australia. In May 1976 the author visited England and Wales with the intention of looking first hand at curriculum in Senior Colleges.

With the organizational assistance of the British Council it was possible to discuss curricula with the Local Education Authorities, School Boards, Teachers' Associations, Heads of

Schools, Teachers and Students. The ~riter wishes to acknowledge all those people connected with Senior EdUCation in England and Wales who generously made his discussions with them and visits to their schools so beneficial and stimulating. TABLE CF CCNT-:CN'I'S

I)REFACE ...... • ...... • . ii

LIST OB ... TJiBLES • ...... • iv

CHAPTSR

I. INTRO DUCT IC 1-J ••••••••••••••••.•••••••• 1

Defining the Terms ...... •• 1

Historical ?erspectives •.•...••• 3

II. CTJRR IClJL u:·.:1 C DJ ECT IV =s •.•••••.••••..••

In General...... 26

In Particular...... 35

III. RATIJ1'JAL~ •...... •.•••....•...... •..•• 47 Psychological (Characteristics of the 16 + Age Group)...... 47 Philosophical (What Sort of Curriculurr. and ·foy?) • • • • • • • • • • 54 Sociological (The Conflicting Functions of Curriculu~) •.••.. 65

IV. THE CUR?. ICUL UM ?RO VIS IONS •.•.•.•..•.• 76 Sngland ••.••.•...·. • ...... • • • 76 New South Wales...... 86 Australian Capital Territory..... 104 \~:ales ...... 109

v. IN R='/ IE~.v •...... •....•...... 122 Achievements and Possibilities •• 122 Conclusions ...... 131

AP~·~·:NDIC?Z ...... • ...... 135

BIELIVGRft.. PHY • ...... • . • . . . • ...... • . • . • . . . . . • • 149 iv.

LIST 0:5"' TABL:.:S

TABL"S

1 Subjects and Courses Available

in the Restructured Curriculum, Fifth Form, 1975, N.s.w...... 97a .

2. Composition of Syllabus Committees, t:. s . ·.~r. • . • . . • . • . • . • . . . • . • • . . • ..•••• • . . 99a.

3. Academic Course ~lectives, Atlantic

College, 1Salcs 113a.

4. Activ~ties Course Zlectives, Atlantic

College, ·.1.'ales ...... 114a.

5. Subjects and Courses Acceptable for University Matriculation, ~.3.~. and

A. C. T. , 1976. 128a. 1. INTRODUCTION Defining the Terms The aim of this Report is to examine and review curricula in the last stage of secondary schooling in England and Australia. The examination was undertaken with separate senior colleges in mind. Terminology used in the title, together with the concept of separate need precise definition for the context of the Report. Separate: This will at least imply some distinction in identity and at most a totally separate location,

administration and function. Thus in some instances

the Report may refer to the school within a school concept, or the extended sixth as in the United Kingdom. At other times the separation referred to

may be as distinct as a High School is from a Primary

School. Senior: For New South Wales (N.S.W.) and the

Australian Capital Territory (A.C.T.) "senior" refers

to post form four, year ten or School Certificate (S.C.). The age and situation differ from state to

state within Australia, depending on the structure of

secondary education within each state. The position in the United Kingdom (U.K.) is slightly different. "Senior" for all Local Education Authorities (L.E.A.s) refers to post form five and after the completion of the General Certificate of Education (G.C.E.) examination. In a good deal of the literature this is referred to as the sixteen plus period of

schooling. 2. Senior (continued) While the above are necessary for precision when dis- cussing the literature, a sound working definition and one which might gain popular appeal with the spread of such senior schools seems necessary. Thus, "senior" might best refer to schooling voluntarily undertaken after the compulsory secondary general education has been completed.

School: This is to imply a secondary form of education as distinct from tertiary and one which is generally non-vocational in orientation. Because of fears expressed in the U.K. about Further Education (F.E.) colleges and manifest tendencies in North America, it is important to limit the terms of this Report. Lines between school and Technical Colleges (i.e. vocational courses) and Colleges of Advanced Education must not become blurred. Curriculum: There is among writers on curriculum a general consensus as to what is understood by that term.

Among those mentioned in the Bibliography, N.H.Campbell on p. 118 in Changing Education - Australian Viewpoints speaks of curriculum as, "the total planned learning experiences provided by the school". The key words for this Report are: total - this includes not only tradi­ tional subjects but also activities and experiences not measured by examination; planned - this implies that those learning experiences which happen in the school environment but are not implicitly or explicitly planned are not elements of curriculum design. No one model of 2a. Curriculum (continued) curriculum design, or use of particular elements, is required by use of this definition. England and Australia: Give the limits to the Report. Some work was done by the author in Wales and this is included in the Chapter on Provisions. The Report is not intended primarily as a comparative study, but this does not preclude comparison. The curricula of the colleges visited in England are not the only ones examined in the Report. The Australian study is limited to New South Wales and the Australian Capital Territory. Reference to other states is only made by way of explanation or comparison. Historical Perspectives 3. The Background in England.

When R. Wearing Kingl. published his book in 1954 the "wastage and chaos" theme he developed was taken by many to be unnecessarily pessimistic. While King addressed his comments to the Local Education Authority (L.E.A.) at Croydon, his statistical forecasts were for all the United Kingdom. Given trends operating at the time he could see three to five thousand Comprehensive High Schools operating by the mid-nineteen seventies. These schools would provide education for students in the age group eleven plus through eighteen plus. For King this would mean a very thin spread of teaching talent. His particular con­ cern was the paucity of suitably qualified teachers of mathematics and science. This concern reflected the desire of most western countries in the fifties and sixties to produce an abundance of potential scientific technocrats. Having completed his long range sums King concluded the only solution was the creation of regional Sixth Form Colleges for the further education of the nation's elite. 1954 proved to be too early for Local Education Authorities, teachers and the public. Grammar schools, with their specifi­ cally classical academic orientation, continued to function side by s·ide with the more general education offered in the compre­ hensive school. With most schools being funded by the govern­ ment, t.E.A.s gradually developed an awareness of the diseconomies of multi schools offering education for 11+ through

18+. 4. The first major administrative change was made possible by the Department of Education and Science (U.K.) in 1965. Circular l0/652·provided a blueprint for the structuring of secondary education for the future. The sixth form college system of organizing secondary education was listed in this Circular as one of the six main forms of comprehensive organiza­ tion which by 1965 had emerged from experience and discussion. It was stated in the Circular that there was little experience in the country on which final judgements on the merits of sixth form colleges could be based, but nevertheless the Secretary of State believed that the issues had been sufficiently debated to justify a limited number of experiments. The Circular was cautious enough,30 yet it provoked immediate reaction from the strong and often vocal Assistant Masters' Association. The Association was not happy with the possible stratification of teachers caused by a split high school system. Further, it felt that teachers were given little opportunity to express their views. However, the President concluded: "The Assistant Masters' Association have expressed.the view that the establish­ ment of a limited number of Sixth Form Colleges might be desirable. 114 •

Circular 10/65 could see problems associated with the introduction of Sixth Form Colleges, particularly in the disad­ vantages to the lower school and inevitable draining away of teaching talents. Despite the caution, the idea of a separate sixth caught on. Dr. J. Corbett, D:i.rector of Education for the L.E.A. at Luton, very frankly discusses the advantages and problems he encountered in opening the first Sixth Form College in 1967. 5· With six former modern schools sited in three pairs, 5. there were obvious geographic and locational advantages. From September 1966 a two tier system was to operate in Luton, comprehensive area high ~chools for pupils 11 plus to 16 plus and one sixth form college. The proposal ran into local opposition and teacher resignations. A good deal of the local opposition was based on the fear that the strong academic tradi­ tion of the local grammar school, with its traditional curriculum, would be lost with the massive comprehensive intake. Corbett and Luton compromised so that the college was fairly described as an A-level academy. Entrance qualifications were set at five 0-levels and initially only students destined to take A-levels were admitted. In an article dated July, 1967, B. D. Dance, the new Principal of Luton, defended its academic status and sub­ mitted evidence for the success of the College; the twenty-six A-level courses offered, student participation in school government, better student-teacher contact made possible through an extensive use of the tutorial system. The second sixth form college was established at Stoke on Trent. Like Luton it could best be described as an academic institution. Its results seem to indicate that as with Luton, an attempt is being made to provide a sound academic basis for the future university student. In passing, it might be noted that it was at least intended in theWyndhamReport that only those students who were seriously considering tertiary education would attempt fifth and sixth forms in N.S.W. and the A.C.T. It would appear then that the early sixth form colleges at Luton and Stoke on Trent were designed for the clever. This naturally raises the question of further secondary education for 6. for whom? At least two L.E.A.s had decided that a split was desirable in secondary schooling, but in doing so they seem to have created a further problem in order to placate the fears of the academic elite. This problem was partially answered by the West Riding

L.E.A. setting up of an extended sixth at Mexborough. This made it possible for the over-sixteens to continue their education, within the school system but in a more adult environment.

"It is a cardinal principle that a place will be avail­ able for all who want to come whatever their ability1 117 ·c1aimed Sir Alec Clegg, the L.E.A. Chief Education Officer who devised the idea and developed the new school. Su~h a concept seems to offer two very strong arguments for the school within a school idea now being developed in Australia. 8• Firstly, given adequate student numbers, staff can be used very economically and effi­ ciently on both sites. This also avoids the feeling of strati­ fication for those teachers left behind in the lower secondary. And secondly, the capacity to develop academic, cultural, creative and vocational courses is free from community pressure for a purely academic college. In a pamphlet by Simon Jenkins "Conservatives and

Comprehensives 11 , 9 ·the question of teaching resources and decision making for the 16 plus was brought into sharp focus. Jenkins wondered if any further education decisions could be made by students after completing the G.C.E. Examinations if they were in a school with an extended sixth. Logically he concluded the decision to voluntarily go on with school would be less automatic if a junior college were the choice to be made. Similarly, he reconsidered the original fear expressed by King, i.e. paucity of 7. qualified teaching resources at the sixth form level. Jenkins could see little wastage of teaching talent in a junior college with a number of feeder comprehensive schools supplying the intake. Today among the separate sixths the more typical pattern is a junior college along the lines suggested by Jenkins with an open access for students. This pattern of open access is in sympathy with the type of education being offered in the compre­ hensive schools.

Not having any 0-level entrance requirements is only half the story. Obviously it is not much good having open access without the right courses to suit the needs of those who do not have the necessary qualifications. Thus, the question of overlap with what might be available in local further education (F.E.) colleges10·moves into the centre of the picture. One place where sixth form and F.E. colleges co-exist successfully is Southampton. M. Binyon accounts for this success story of quiet revolution11·1n Southampton. The whole question of a separate sixth was taken slowly and worked out with community participation. Fears of loss of academic standards and mergers with the further education college were calmly answered and allayed. However for some L.E.A.s the only real answer seems to be a merger for both sixth form and the F.E. colleges. Newe1112• suggested in 1969 that in certain regions of the U.K. this would probably be the only workable solution for a split secondary school with open access. Accordingly, a number of L.E.A.s have built or are building all-purpose colleges;3 • These colleges will cater for all students over the age of 16, full or part-time, vocational or academic, young or adult. 8. Because of the public debate and the continuing contro­ versy in the U.K., it is possible· to list the main objections still voiced (and considered valid) against the separate senior school: 1. Teachers, and in particular two organizations of teachers14·are generally opposed on two counts: (a) they feel four breaks in a school educational process is psychologically unsound. These breaks are primary, middle, lower secondary and junior college. (b) the development of teacher stratification and a talent drain away from the less prestigious lower secondary schools would result. Obviously, the views of teachers cannot but be coloured by a consciousness of the possible disad­ vantages to themselves of changes in the system. This objection (regarding stratification) has a convincing rin~ about it, for it is hard to escape a suspicion that in practice, sixth form colleges will have a prestige that will tend to reduce teachers_in the 11 to 16 plus category to second rate status. Sociologically it is often futile to argue on the importance of teachers at whatever level of education they are engaged in if they, that is the teachers, perceive their role as inferior.

Similarly, the care and attention being devoted by

some 1.E.A.s to the whole idea of sixth form colleges does little to dispel the fears of the threatened

teachers. 9. The former objection of the teachers relating to the interruption in the educational process is not a clear issue. The introduction of a middle school or upper primary as a separate entity seems to have raised little controversy. 15·Probably there are 16 year olds who are likely to be inhibited from staying on in full-time education by the thought of having to do so in a completely new environment. Equally certain is the fact, as demonstrated by thousands of young people who choose to move across to colleges of further education to follow A-level and other courses which are also available in school, that many of them are only willing to continue in full­ time education on condition that they do make a complete break with the school environment. 16 • An educational system which incorporates a break.at 16 is far better placed to draw back into full-time education those who choose to leave school early, only to find later on that they have made a mistake. Even if an 11 to 18 school does go out of its way to find room for ex-pupils who change their minds in this way, it is asking a lot of anyone to go back to school. Anyone who regarded himself as essentially adult would find a sixth form college a far more acceptable environment. 2. The economic argument is based on sufficient size to warrant separate buildings, facilities, administration and especially staff. As the numbers of comprehen­ sive schools increase and particularly the desire of

many students to continue or re-start education after 10.

the G.C.E. Examination the concern for economics of scale declines. However, in many towns and districts some form of the extended sixth might be both more economic and acceptable to the community. Regional differences would thus become a large determinant in deciding the format of a senior school. 3. The last objection relates to the social, emotional, academic and leadership role of the seniors in a school. Many teachers see a separate sixth as depriving seniors of opportunities to exercise responsibility

and authority. They also argue that seniors are models (good) that help the juniors in their character formation and academic aspirations. Surely the reverse is as true and could be argued as a case for

separation. Probably the most important disadvantage of an 11 to 18 school is that it automatically deprives all those who leave before the sixth form of the experience of being at the top of the school. In this respect the replacement of secondary modern schools by 11 to 18 comprehensives has tended to impoverish the educa­ tional experience of the majority, who leave after or before fifth form. In summary, the U.K. seems to have evolved three types of separate sixths: The extended sixth, the sixth form college with a strong academic bias, and the junior college. While this variety of choice would seem to accommodate most views at a national level, 11. the problem of choice at the local level is still undesirable. Administratively, the issue of separa­ tion seems to be over, as the Department of Education and Science has approved proposals for a further colleges.17• While the debate continues on the pros and cons of such colleges and what format and function they should take, the British are building and using the separate Senior Schools. (See Appendix A)

Background in Australia "One of the notable features of Australian education is that there is no such thing - not only because of its imitative nature (English and Scotch and Irish) but because our educational practices vary markedly from state to state."18• For this reason my comments are mainly limited to New South Vlales (N.S.Vl.) where reports are readily available and the writer's experience of edu­ cation at the secondary level is first-hand. In order to examine the educational purposes of the two senior years it would do well to look at the Wyndham Report and see what it intended to achieve. In 1960 the Report was welcomed as a thorough appraisal of educational conditions in N.S.W. and a bold and thoughtful attempt to solve some of our educational problems. The postulates on which the Report based its recom­ mendations were: 19• 1. Recognition of individual differences - mental abi­ lity, aptitude and interests. 2. Recognition of a divisive pattern of these

differences within the same individual. 3. Recognition of the constant change and growth through adolescence. "The atmosphere, methods and 12. immediate purposes of the school should change to accord with the chief stages of this personal

growth11 • 19• One of the implications of these postulates would seem to be, to make separate and different applications for the 12-14 years (i.e. forms 1 to 4) and the 17-18 years (forms 5 and 6). These represent two very different stages of life, one emerging from childhood, the other on the brink of adult life. This too was the view taken by two senior officials of the N.S.W. Education Department at the time the new scheme was 20. launched in 1962. N.B. Mr. Yelland and Mr. Buggie. Elsewhere in the Report the Committee regarded uhe senior student as a "selective group with greater maturity and capacity for critical thinking". 21. It was intended that the senior school offer better opportunity for selection of courses which would enable the student to elect fairly freely. At least 75% of the senior programme was to be freely elected with consideration being given to the number of students electing each course and the composition of staff and facilities available. This would naturally lead to a demand for a minimum size for a senior school in order to achieve optimum results for the scheme. While the Junior Secondary was seen as a period of improved general education for all, the SENIOR school was seen more as a pre-university college in content and method, while still being considered as an integral part of the secondary phase of learning. These two years of school were not two more hori­ zontal layers on the general educational pattern but a distinct and separate "in between" stage, bridging the gap between general secondary and tertiary education. 13. The Education Act of 1961 which followed the Report broke new ground in Australian educational legislation by saying something about education as well as administration and indus­

trial issues. In particular it charged the Secondary School Board to have regard to "the requirements of a sound general education and to the desirability of providing a variety of

-curricula adequate to meet the varying aptitudes and abilities

of the pupils concerned11 • 22 • This provision, together with the establishment of two

boards to administer syllabuses and examinations at fourth and sixth form level honoured the recommendations of the Report. The result is such that in essence "all schools have

become comprehensive and far from reducing the high attainment

of the most able, such schools are producing a contingent of students at sixth form level who, almost in spite of the

authoritarian subject curriculum, are seeking intelligent in­

volvement in social problems and the tasks of leadership11 • 23 · Given the chance to proceed through a common general education, substantially more students are remaining at school than were predicted for any of the non-compulsory years. Dr. Wyndham's own comments on Forms 5 and 6 are a little

perplexing. At one point he says: "The Government did not consider the introduction of a junior college unit at this stage. Hence I hope that all concerned will avoid any temptation towards undue specialization of study in these

forms." and shortly afterwards: 14.

"On the other hand, it seems to be obvious that these young people over the age of J6 with more than average ability, and interested to continue their schooling, will be ready for a pattern of schooling which is suited for maturing young

minds - the atmosphere in which young people of ability will cease to be schoolboys. 1124 •

The position then is a little unclear. The Wyndham Report did not anticipate large numbers continuing with forms 5 and 6. Further, it presumed that only the very able would go on past the School Certificate. While it sought a distinct and different atmosphere for these seniors, it was not able to say how this might come about. Like much of secondary education iri N.S.'N. the issue was left in the air. A more recent document25·takes into account many of the social changes as well as educational changes that have developed since the Wyndham Committee first met. This latter document is only intended as a stimulus statement and is in no way definitive.

While 11 Aims and Objectives" envisages little if any change in the structure of secondary education in N.s.w., it does offer some encouraging thoughts: "In developing practical school programmes consideration must be given to the following: The greater variety of individual needs, differences, interest and motivation, including the growing variety of individual needs among expanding numbers of students in the senior school." and

"Preparation for further education may be for personal 15. development, general education, recreation, community participation and/or employment. A school programme

should be designed to meet these needs 11 • 26 •

Yet in some ways the document or interim report does not go far enough. It seems to avoid either too critical an evaluation of the weaknesses of the present system, or too close a scrutiny of what is needed or desirable in the areas of change and innovation. The Karmel Report says clearly ''the Committee was required to make its recommendations in terms of structure which exist and which it has little direct power to modify11 • 27• Thus it cannot be looked to as a document fostering change in educa­ tional structure at the secondary level. However, the wealth of statistical information offered, together with firm statements on the lack of equality in educational opportunity provide founda­ tion for those wishing to develop a more creative and resourceful approach to senior secondary curriculum. Favourable comments on the poQling of resources within regions by both government and non-government schools28·and more flexible attitude towards schooling29·should hearten the advo­ cates of senior schools with a regional base and an adult atmosphere. In reviewing the Canberra studies it is important to know what has been written. In November, 1971 two background studies were published by the Department of Education and Science and these are cited in the Bibliography. Subsequently the Committee appointed by Mr. Malcolm Frazer, the then Minister for Education 16. and Science, produced a final report "Secondary Education in Australia". This study incorporates the former documents and is the one for review and evaluation. At the outset the Committee, chaired by Richard Campbell, made it clear that they were people, if not convinced of the need for separate senior colleges, at least very interested in the idea.30•

The composition of the Committee was such that most, if not all educational interests in the A. c. T., were represented. Teachers, parents and the Department all had members appointed to the Committee. Having met in full on thirty-two occasions over a period of 12 months and visited schools in Victoria, Tasmania and N.S.W., the report was submitted to the present Minister for Education and Science in late December, 1972. This Report had considered some forty-two submissions and limited its recommendation to plans specifically for the A.C.T. An early chapter in the Report on the Changing Social Context contains two points needing particular comment.

Canberra is seen by the Committee members to be "ahead of its time"31. in terms of affluence. Statistically this is based on comparison of the average wage in the A.C.T. with the national average. This affluence has created, according to the Committee, a state of readiness for the college concept in Canberra. The second point of particular importance is the significant change in the composition of the school population. This is true at the national level but particularly at the local level in Canberra. Many more students are seeking education after form 4 than '""-) 17.

anticipated. And these same students are not all that delighted with the post school certificate education that they are receiving.

The first and most important recommendation of the Committee comes very early:

"Therefore, we recommend that secondary schooling in the A.C.T. be restructured, in ways to be further specified

along the lines of four year high schools and colleges having at least those functions and purposes defined below. 1132 •

This recommendation followed a very condensed resume of colleges in Sweden and the U.K., with a list of arguments for and against these CDlleges. While the opinion of non-government schools in the A.C.T. was sought, it was accepted that thei!' position did not "constitute grounds" for any special consideration. The rest of the report goes into detail of how the colleges might best be set up. These recommendations cover the all-important areas of examinations and curriculum, the role of public authorities and administration, staff structure and function and the details of college environment in terms of buildings and facilities. In many ways these chapters are parti­ cularly interesting and well researched. The one on professional staff shows an enlightened and fresh approach. However, as a document whose stated term of reference was: '.'to investigate the whole matter (of colleges) and report

to him (the Minister)" the amount and quality of debate and argument is disappointing. 18.

The two stimulus documents produced by the Department of Education and Science in November, 1970 offer more in the way of a "let's look at the situation" approach. At no point in the report was it stated that the function of the Committee was essentially one of working out the detail associated with the implementation of sixth form colleges. However, the Committee does arrive at a very early deci­ sion and spends the remainder of the report examining details of implementation. It appears from the report that the type of college envisaged as most suitable would be a separate location college for forms 5 and 6 with less emphasis on formalities. A more university-type atmosphere is looked to as being most suited to this age level of student. According to one of the few public responses to the report:

11 The change would mean recognition of the different

social, psychological and educational needs of junior

and senior students. 11 33.

Dr. David Beswick in an article34 ·relating to the report considers some of the psychological advantages resulting from a break at the senior high school level. Beswick looks at some problem areas: staffing, discipline, autonomy and assessment. He concludes that unless the new colleges take a bold step and shake off the trappings of the old high school system, there seems little point in establishing them. Appendix B of the Canberra Report is particularly interesting. It contains the results of student opinion surveys conducted by the Education Research Unit. Apart from the claim made by Dr. Anderson (Head of the unit) that such a survey was 19. unique in Australian Educational ~esearch the findings are so consistent that firm indications can be deduced. Originally the survey on student attitude towards possible sixth form colleges was limited to government schools' students in the A.C.T. Later the survey sampled similar socio-economic groups in Sydney and Melbourne. One was also conducted in Tasmania where matriculation colleges had become a reality, and where students were strongly in favour of theproposal and generally wanted an education at the senior level, less authoritarian and more suited in presentation to students who were about to enter adult society. The fifty-five question survey was demanding, and the responses of the students were indication of their obvious appreciation in being asked. Although there were some variations in response from State to State, government school to non­ government school, boys to girls and between social classes, the general consensus was consistent. In short, then, the Canberra proposal does not seem to have aroused much public interest or comment. The report : assumes the colleges.will come into being and devotes its attention to the "how" questions rather than the "why" questions. Apart from the survey of students' opinion, little educational research seems to have gone into an attitude evaluation of the proposal among educators. It is very difficult to assess opinion that does not find its way into print or even warrant the consideration of those most likely to be affected (other than the students), namely teachers and parents. 20.

The Matriculation colleges in Tasmania are a reality and it would seem from the Anderson Survey that the students studying in them find them an excellent idea. Non-systemic, non-government schools do not seem to have considered the proposal or articulated their ideas. It would appear, from talking to some of the teachers in the G.P.S. type schools, that these schools are not interested at the moment.

They do not see the need and in many instances base the whole school life style on students 11 through 18 plus. The Catholic schools have considered it and published what amounted to a debate held at one of their Annual General meetings. The issue is still hotly debated between the systemic and non-systemic Catholic schools. In many instances, con­ sideration of re-organization of the senior secondary level resulted from the implications of the Wyndham scheme. Small

Catholic schools were closed and often combined into a Regional High School where it was possible to offer a Catholic education to those who elected it. A serious drop in vocations to religious teaching congregations following the Second Vatican Council and the rapid increase in the number of lay teachers, posed serious economic questions for the Catholic education authorities. Teachers also had to adjust to the new syllabus of studies. This posed parti­ cular problems to teachers of forms 5 and 6, who realized the need. for a university education to be fully effectual at this level. 21.

Largely, then, the argument of the Catholic authorities is that regional senior schools such as the one at Bankstown could solve serious staffing and economic problems. Not a great deal of argument was offered at the purely educational level for these schools. 22.

CONCLUSION

The situation in the United Kingdom is becoming one of options for the Local Education Authorities. With the develop­ ment of extended sixths, junior colleges, sixth form colleges and comprehensives, for 11 through 18 plus, the Department of Education and Science seems to be prepared to meet a variety of public demands. While the issue is still being debated it would appear that the solution lies in a diversity of situations deter­ mined by community needs and opinions. Australia, with six systems of education, far from showing any combined attitude towards senior schools, appears markedly indifferent to the idea. The two Tasmanian Matricula­ tion Colleges were a source of encouragement to the A.C.T. Committee whose report hastened to recommend the setting up of

Senior Colleges. While Catholic authorities may be making deci­ sions about senior schools largely on economic grounds, as with the U.K. they are providing the interested community with the opportunity to evalu~te and improve on what ~ppears to be a worthwhile educational concept. 23.

REFERENC:SS

1. King, ~.W. The English Sixth Form College, London. Pergamon Press, 1969, (1954).

2. Dept. of Education and Science (U.K.) Circular 10/65. 3. c.f. Secondary Education for Canberra. p.32.

4. M. Binyon, 1 Sixth Form Colle~es: Times Educational Supplemen~, i~Lu august, 1966. p. 363. 5. J. Corbett,' -?ix.th. Form College: T,uton.' Times Educa- tional Supplement, 6th October, 1967.

6. B. D. Dance. 'Living A"~ Working in a Sixth Form ColJ.e-ge ,' Times ~d-ucationaJ. Suppl~ment' 21st July, 1967. I 7. Sir Alec Clegg, quoted by K. McGrath, State Sixth Form Colleges~ Where. July, 1973, p. 209. 8. c. f. this development has taken place particularly in three G.P.S. I viGited Riverview, Scots College and st. Joseph's.

9. for a revie~ of this paper see Times Educational Supplement, 8th December, 1967. p. 1328. 10. Technical Colleges in N.S.W. would be roughly similar in function and orientation.

11. Binyon, M. Times Educational Supplement, 21st February, 1969, p. 569 12. Newell, P. Times Educational Supplement, 3rd January, 1969, p. 16 13. ~eter and Barnstaple have been built and Hampshire and Preston are scheduled for opening in 1976.

14. The National Union of Teachers and the Headmasters and Assistant Masters Associations.

15. Newell, op.cit., p. 16. I 16. c. f. article by Edward M. Thomas, ' Junior College P oneers. Times Educational Supplement. 10th January, 1969, p. 66. 17. McGrath, op. cit. p. 206. 18. Phillips, A.A., The Schools. U.N.E. reprint, 1969, p. 1 19. Report on Secondary Education in New South Wales, p. 56.

20. Sr. M. Raymond, Advantages of Separate Senior School, p. 2, March, 1971, refc1·s to thc3e statc,!unts 24. Reterencea • oontined

21. op. oit., PS•• 6?•70. 22. l!uoation Act, (N.s.w.) 1961, section 8 (o). Hill, Brian,., ill the 10£W! ot ff!cation, September, 197J, P• 157• W7adhaa, s.s.1 a paper aa Director General of Edvoation, P• 6e 25. ucation in New e\ateaent • Apr , 1973•

1oo1ait., Appendix B. 27. &o-oola y Auaaa11e • Report ot the Interim Committee tor e Australian SOhoole Comaieaion, Mq, 1973, P• 10.

1001 oit., P• 11. loo. 01,., P• 45. 30. Seoondan £4,ucation in. Auatral:l.a, P• '+. ,,. 100. 01,., P• 1:,. 32. loo. oit., P• ,9. par. 3•'4• ,,. szcbaeJ Morniy pera~d, "College tor senior• Urged", June 2, 1~2. ,,.. Beawiok, D.G., "Sixth J'ol"II Colleges in the A.C.T.", Education••••• Aug. 1972. 25. II. CURRICULUM OBJECTIV'SS In 1974 a statement entitled "Aims of Secondary Education in New South Wales'', found its way into most secondary schools in that State. The statement came from the Department of Educa­ tion and was the work of a representative Advisory Committee. This statement had been preceded less than a year before by a "stimulus document to be reviewed in the light of comment offered" .1. In its introduction on page two, the statement of 1974 makes clear both its origin and reason. A request had been made by the Board of Senior School Studies and the Secon­ dary Schools Board for a statement of aims and curriculum objectives, as "'rhese Boards have statutory responsibilities in regard to the cur~iculum for secondary schools both government and non-government". Since this Report is concerned with curriculum specifically in the senior school, an analysis of objectives stated seems appropriate. The Restructured Senior Curriculum, although planned when the statement was issued, is seen by the Advisory Committee to be in sympathy with the objectives nominated. Terminology: There is definite need for a standard termi­ nology in consideration of curriculum and at this stage atten­ tion is given to the following terms in order to avoid ambiguity in discussion. Aims: These are broad generalities which describe what the curriculum is trying to do. They include targets, directional statements and goals as it is "necessary to distinguish between

11 2 educational goals and instructional objectives • • Objectives: These are patterns or categories of outcome behaviour. The objectives may be ins· t rue t iona· 1 or expressive.· 3• 26. Frequently when objectives are stated in syllabj they can be seen as enabling objectives rather than terminal objectives.4· Relevant to this Report are terminal objectives and thus enabling objectives can be seen as means towards this end. Purposes: When both the document and the statement use the term purposes, attention is being focused on the ends of planned individual disciplines. Attention is given to this point in Chapter Three of the Report when the Philosophical rationale for curriculum is considered. Analysis: The following points need to be taken into account when considering aims and objectives on such a broad basis. Firstly, how may aims or g0als become directives? Should goals be affirmations of faith? Perhaps they can only indicate a point of view and as such serve as preambles. Secondly, major importance must be attached to the way in which aims are converted into objectives. If aim statements are made about how it is desired that individuals should behave in society, what is the basis for the value judgements involved? "The desired behaviour should be that behaviour most closely resembling the real-world performance that will eventually be required of the student after he leaves the instructional situation11 • 5· This being the case, then both the aims and objectives should be consistent with: Christian principles, human rights, demo­ cratically oriented, socially relevant, balanced and tending towards the satisfaction of both personal and societal needs. Thirdly, we must ensure that objectives correlate with actual classroom procedures and practices and vice versa. This will mean some consideration of external examinations, if they exist. 27. Why state a fine set of objectives which become masked by the domin~tion of examinations? Consider the plight of most educators faced with curriculum objectives and the Higher School Certificate (H.s.c.) examination. Unfortunately, in senior school too much class time is devoted to academic skills and information and little related to objectives stated. Yet for Tyler both aims and objectives which cannot be measured by examination are of spurious merit. 6 •

In the context of both the document of 1973 and the statement that followed, for and to whom are the objectives explicitly stated? From the Introduction it would appe~r the need was expressed by the Board of Senior School Studies whose responsi­ bility it is through the agency of Syllabus Committees to research design and test curriculum. In the Foreword to the

"Aims of Secondary.Education in N.S.W. 11 , J. Buggie, Chairr.ian of the Board, cautiously endorses the statement and suggests that the value of the Aims is for all involved in secondary education. However it was primarily the response of a special Advisory Committee to a specific request. The request came from those responsible for curricula in New South Wales. It is therefore logical to suggest that the aims and objectives nomi­ nated are of relevance to all involved in curriculum formation at the secondary level in N.S.W. Curricula in England both explicitly and implicitly embodies both aims and objectives very similar to those given by the

N•• S m~v. D epar t men t of ~ducation.., • Differences were incidental rather than fundamental, and of degree rather than of kind.

Often in both England and Australia it is difficult to iden­ tify the specific objectives of subject curriculum. 28. In fact, "There is by no means a universal consensus that the specifying of objectives is a good thing. 117 • The debate still continues with educationalists falling into a variety of camps.

For curriculum planners and teachers in senior schools, tho most important statement in the document "Aims and Objectives of Secondary Education in New South Wales", was this: "The school is where the action is, and all that goes before in this statement is designed to extend the freedom and initiative of the school, within a general framework, and to give guidance in the formulation of a school programme which will best suit its students. 118 • Elsewhere the document further underlined the important part the school plays in: (a) conserving and adapting living tradi­ tions in society; (b) acting as an agent of social change, con­ cerned with desirable and practicable features for society; (c) adapting to social changes towards a more pluralistic society in which there are different and often conflicting interests and values. 9 • Here the statement also touches upon one of the basic prob­ lems facing every school, and especially senior schools which, by and large, serve a section of the community particularly con­ cerned with tradition, social status, the reinforcement of credal and dogmatic beliefs and the maintenance of the status quo. The problem is one of inherent conflict between the school as a transmitter of cultural tradition, essentially a conservative function, and its responsibility to a society that adopts innova- tion and change. 29. Paradoxically, then, the school assumes a major role both as an agent of innovation and change, and as a means by which the cultural continuity of the society is assured. Thus aims of education, which are statements about the style and quality of life and living, will inevitably include value statements about the nature and worth of a society. "The currently clouded aims are the products of traditional education in eclipse. 1110 • One criticism urges that trivial goals will be easier to specify in precise terms, so meaningful goals in education will be underemphasized on the behavioural approach. Popham11• counters that many goals appear to be meaningful only because they are stated in loose and unclear terms; triviality can only be detected when goals are stated precisely. From this he con­ cludes that the behavioural approach will tend to eliminate, not foster, trivial goals. The mandate of the school: to inculcate basic intellectual skills along with a fixed heritage, contrasts sharply with its responsibility to help children cope successfully with a society that in many ways may be very different from today's, and from the one in which both parents and teachers grew up. Since we live in times of very rapid social change, affecting in diverse and often unexpected ways many aspects of our life style and value systems, the question facing educators is what skills and knowledge young adult students will need to have in order not just to cope adequately with today's society but to make adjust­ ments to tomorrow's society and to be able to contribute intelligently and creatively to society's continued development. Mager once said "If you are not sure where you are going, you are liable to end up some place else - and not even know it11 • 12• 30. Since we do not know the precise direction of social change then "one objection to instructional objectives is that by focusing attention on objectives which are rather easy to specify behaviourally, less attention may be given to long term general goals 11 • 13• The curriculum objectives stated on page 5 of the early docu- ment in the form of principles and in Part II, page 7, would not satisfy Tyler because of their lack of precision and examinable content outcome. Similarly, Mager and c1ark14·would argue for a more precise form of objectives so that entering behaviour can be measured and measurable goals set. While it is true that "by stating objectives in precise behavioural terms, one can get a clear picture of the final desired resu1t1115 ·much of education today is concerned with preparation for a dynamic society. Thus a more flexible attitude towards objectives seems warranted. This flexibility of approach is clearly evident in ?art V of the Aims Statement where a range of issues affecting curricula is canvassed. Few parents or educators would disagree with the statement that "the total education of adolescents is concerned with the development towards competent and improved living, both personal and social, for the purpose of enriching the individual and the community 11 • 17• But just as the statement about the school being "where the action i~' raises questions about how the Department of Education and its various Boards; interpret the "general frame­ work" within which the schools may freely operate, initiate and innovate, so too parents and educators will disagree over those

traditions and values which must be preserved and those which, 31. being meaningless and irrelevant, should be discarded. Con- sider Gagne•s point that "the most fundamental reason of all for the central importance of defining educational objectives is that such definition makes possible the basic distinction between content and method11 • 18• To this end the statement makes an attempt to identify content selection in part III, that is consistent with both general goals and curriculum objectives.

Schools are charged with the task of preparing members of society to deal effectively with their environment, physical and social. They must also provide their students with the skills necessary to participate in solving the complex prob­ lems facing the community, their nation and their world. The attainment of this. objective would seem to both Bloom and Krathwoh119·as possible within the framework of a taxonomy. The statement at least sets out objectives at several levels of specificity. In Part III these levels are given as: (a) Thinking - knowledge, skills and understanding. (b) Attitudes and values. (c) Decision making and intelligent self-direction. Hager would argue strongly for precision of affective goals in the taxonomy. Eisner developed the more flexible notion "of an expressive objective as an alternative to an instruc­ tional objective11 • 20• However "the real debate is not instructional objectives versus expressive objectives, but rather how much of the curriculum should be instructional and how much opportunity should the student have to engage in

• 21. expressive behaviour.11 32. What kind of a person is the senior school expected to pro­ duce? Who decides the answer to such a question: parents, school, educational authorities or the community? Is there only one answer? How can one know what kind of person emerges?

Surely it is undemocratic and manipulative to plan in advance precisely how the learner is to behave after instruction. Popham claims that all teachers impose goals on their students and that they differ only in the specificity of these goals and the efficiency of the means with which to pursue them. Indeed Popham continues "society knows what it wants its young to become 11 • 22 •

Who is to say that the outcome behaviour is the result of school influences? Why not the many other conditioning and influential environments, circumstances, events, that interact with the student's personality? Certainly an examination system measuring as it does but one aspect of a student's development, namely his academic skills, cannot supply the answer since moral character, values and attitudes cannot be measured by examination. Perhaps Eisner has the only valid answer to such a question in a world which is rapidly changing, where what the text-book says today may not be true next year; where half of what today's third fo.rmer may need to know when he leaves university has not yet been discovered. The school surely must aim at producing students who are able to discover knowledge for themselves and who have learned to cope with a rapidly increasing and changing body of knowledge. In a word, the objective of the school is to help the stu

Whereas education used to be considered as the transmission of what was known, today it is concerned with the development of thought. The objective of education, and therefore the senior school, is that of helping young adults to organize and evaluate both knowledge that exists and knowledge that in the future will be known and will become part of life. "Robert Gagne performed a great service to instructional designers when he pointed out that most behaviour can be categorized on the basis of the conditions necessary for its acquisition11 • 24· The Aims Statement attempts to identify these conditions in Part II (The Aims of Education-Issues), and also in Part III where the varying conditions of schools are taken into account. Teilhard de Chardin (Future of Man) believes that man's

advance has been possible by what he calls the process of addi­ tivity, i.e. by the continuous addition, through time, to his stores of knowledge and skills made possible by man's uniquely human capacity. R. s. Peters has a similar thesis since:he regards education as an initiation whose end and outcome is the person well fitted for responsible participation in society. In this context the statement below is of merit in developing practical school programmes, where consideration should be

given to: 34. "Social and technical changes, includ:i_ng the changing experiences of adolescents growing up in our often confused society. 1125 •

The Restructured Senior Curriculum is a reflection of this change in an attempt to translate aims into curriculum objec­ tives for Practical School Programmes. Here the societal, knowledge and technological movements are specified and fairly realistic objectives set. It would be comfortable if we could achieve a "genuine consensus about objectives rather than spurious. consensus b asect. on imprecise. . genera1·t· i ies. II 26• G"iven a dynamic society with built in uncertainty, precision in stating objectives may not only prove pointless but actually harmful. This document tries to focus attention on goals and objectives not constrained by precise behavioural outcomes. It leans towards~ more flexible Eisner approach where outcomes are recognized as often uncertain and specificity as manipulative and undemocratic. The formulation of a statement of school philosophy and objectives is a demanding task and until recently there has been a tendency in most schools to avoid asking the direct question. In Part III of the "Aims" statement, the practising educators were invited to participate in the formulation of aims and curriculum objectives, "It is in a particular school, involved with particular students, that the most appropriate decisions may be

made on contributions to total education." Staff reaction to such an invitation, particularly when

school administrations take initiative, is varied. Some 35. consider that to define the aiw.s of education, even in general terms, is more or less meaningless, and to do so more precisely downright dangerous. Their reason is that aims are taken for granted, particularly in denominational schools, and as such are n0t open for debate or subject to change with time or staff movements. Others object to being involved in such a discussion by observing that it does not follow that schools which fail to articulate their aims have none, nor does the expressing of objectives mean that they are necessarily the ones which inform and direct the work of the school. While this may be true, it need also be noted that when explicitly stated aims are at variance with implicitly accepted aims, it is commonly the latter that prevail and should be identified.

Despite these objections, however, it is becoming increasingly obvious that the traditional, pragmatic approach no longer suffices in the modern context and that energetic efforts must be made by schools to develop and declare the rationale which underlies all their curricula. The development of a school's philosophy at the local level has a two-fold benefit: firstly, it provides a base on which specific objectives can be constructed, giving guidance and meaning to educational decisions; secondly: it forms the frame- work for internal and external evaluation. In the Restructured Senior Secondary Curriculum with a 50% internal evaluation for the H.S.C. as from 1977;80 the agents of the Board of Senior School studies will want to understand and enter into the spirit of the statement of philosophy so that they can make an informed judgement on the effectiveness of the school in achieving the targets in has proposed for itself. Such an evaluation would 36. consider how closely. operation agrees with objectives, practice with philosophy, and pe~formance with purpose. Without denying contributions from pupils and parents, the statement of a school's aims should be developed by the whole school staff. The staff could address itself to such funda­ mental issues as the nature of truth, the value of freedom and the role of justice. Such basic tenets then would be evident in the school's policies, programmes and procedures. Further, the staff need look at the scope of the school's res­ ponsibility for the education of youth, the nature of the education process, the content and methods of instruction, desirable types of student activities and the outcomes to be attained. Moreover, this is not a once and for all task; it is on-going. For while philosophic essentials may constitute a constant, the goals which depend on these fundamentals and the means for achieving these targets are likely to vary with time and student population, being affected by individual neetls and community resources. One school approached the task in the following way. Shortly after the initial stimulus document Aims and Objectives of Secondary Education in New South Wales was published, the school staff met in order to respond. A working committee was formed and a seminar organized. The result was a submission to the Directorate of Studies. At this time the feeling among Senior Secondary staff was that the document was of particular relevance to Junior Secondary teachers where experimentation was being encouraged. As the Senior Staff were dealing exclusively with Forms 5 and 6 on a separate site with a curriculum largely pre­ scriptive and totally examinable, their involvement was minimal. 37. In 1976, as a response to the Aims statement, the Base Paper and the Restructured Senior Secondary Curriculum, another initiative was taken to bring the staff together to identify aims and objectives. This time the task proved more successful. The staff were now on one site, no one teacher taught exclusively in the senior secondary and changes actual and rumoured re H.S.C. provided a more receptive climate. An expert in curriculum from a tertiary institute and familiar with the ethos and tradition of the school, was asked to act as coordinator and facilitator. Firstly, the religious order responsible for the school's foundation and existence was asked to nominate the aims of the school. The result was the follow­ ing statement: This school is committed to educate to: Faith which sees a loving relationship between God and man as giving meaning and hope to life. A deep respect for intellectual values. A social awareness which impels to action. The building of community as a Christian value. Personal growth in an atmosphere of wise freedom.

These Aims were then discussed by all Heads of Department (Subject Coordinators) and members of the school administration. This resulted in a re-defining of the Aims along the following

lines: 1. Faith, which sees a living relationship between God and man as giving meaning and hope to life, 1.1. this should be seen to lead to the development of persons with an informed and maturing 38. belief, possessing an awareness of the need for a personal philosophy of life, and respon- sibility for developing it. 2. A love of learning,

2.1 leading to the development of individual

intellectual capacity.

3. A social awareness which impels to action,

3.1 sensitive to the individual needs and differences

amongst peoples.

4. The building of community as a Christian value,

4.1 leading to the development of students prepared

to take their places as responsible citizens in

an interdependent world.

5. Personal growth in an atmosphere of wise freedom,

5.1 leading to autonomous thinking and independent

judgment.

At the same meeting Coordinators raised for staff considera­ tion the following Curriculum Discussion Points; problems associated with

small numbers of students limiting curriculum range.

academically orientated timetable (e.g. 8 x 40 mins.

in junior secondary and 6 x 60 mins. in senior

secondary). years VII and VIII choosing electives.

expectations of parents (academic, status)

education of parents in terms of the aims of the school.

post primary/pre-secondary liaison with year VII.

academic V. non-academic subject dilemma.

need for streaming and setting.

designing a desirable junior secondary curriculum. 39. The aims as amended, together with the discussion points on curriculum, were circulated among ~11 staff along with an invita­ tion to suggest any further matters relevant to the aims and objectives of the school. The following was the result: Matters Selected for Consideration By All Members of Staff:

1. A review and analysis of an "extension studies" area in the curriculum.

To what degree would the school aims be unfulfilled without?

Is such an offering in line with "base paper" ideas?

Would it make for further conflict in the mind of student

between academic/non-academic subjects? Why? Must it?

Could it be considered as a pilot scheme in 1977, offered

for only Year VII, or others?

What type of studies would best fulfil the aims?

What offerines could staff members make from their

experience, interests, ideas?

2. A review of rigid timetabling procedures. Some of the best aspects of education are extracurricular.

Should they have a timetable slot? Why must staff and students "merry-go-round" on a 8 x 40

pattern? Could a re-assessment of content and techniques "free" some time from the rigid 5 - 6 period pattern?

Time for more relaxed staff-subject meetings and dis­

cussions of the teaching task? Concern for pupils' "biological clocks" - longer periods

when less weary? 40. 3. A method for developing closer liaison between members of the primary/secondary staff, and a clearer idea of the primary/secondary areas of the curriculum. Occasions for meeting and talking with staff. Even one or two members of junior secondary staff to attend any primary function.

Certain secondary teachers with inclination and ability to concentrate on junior secondary work- and Form a liaison with primary teachers to develop certain techniques for the induction of Year VII into the senior school.

4. A review within each subject area of: developmental progress through Years VII - X, in respect to

- the concepts - the behavioural objectives ("what I hope they will be able to do" at year's end)

- the selection of topics and listing thereof for year's

study. Subject coordinators then met with all the members of their departments and all matters raised were discussed. The agenda for that meeting is included here as it explains both content and direction. Suggested Agenda for Coordinators' Meetings ~ith Staff Introduction: The importance of review and curriculum amendment. Statement of General Aims: Brief explanation Request for comment/amendment/recommendation -

General consensus of approval. 41. Matters for General Staff Consideration:

Four, as reported on accompanying document

Special consideration of Nos. 1 and 2 General discussion

Recommendations to Next Coordinators' Meeting

Deferred Matters to Next Staff Meeting: Items .3 and 4 General Business:

including other items for Coordinators' meeting consideration.

Papers to distribute:

Report of Coordinators' meeting.

Working paper, with special reference

to suggested format for programme/

course outlines ,

Copies of The Saber-Tooth Curriculum

for general interest ,

The facilitator arranged a meeting of coordinators and administration to review the position and consider further developments. At this meeting a consensus was reached on most of the general aims of the school:

1. Faith, which sees a living relationship between God and man as giving meaning and hope to life.

2. A love of learning; academic, creativity; cultural

and self.

3. A social awareness leading to the development of students prepared to take their place as respon-

sible citizens in an interdependent world. 42. 4- Personal growth in an atmosphere of wise freedom. This was an interesting result, as it reflected more the original statement coming from the order rather than the fuller amendments added by the administration and subject coordinators. A few matters caused long debate and sometimes obvious concern. The second aim as stated created problems, as it would seem to place the school on an elitist path. This aim will probably be refined with further discussion. It was widely felt that too much was being said in areas of social values and Christian community. The simpler aim, number three, proved far more acceptable to all. A full staff meeting was held and two matters were discussed, firstly the acceptability of the aims as amended and secondly the need to move onto curriculum development. The latter was discussed in the context of the following working paper. 43. THE STAFF LOOKS AT THE SCHOOL CURRICULUM Working Paper

I. A curriculum is a PLAN for 1EARNING (Taba: p.11) orderly thin~ " learners 1. diagnosis of needs " developmental 2. formulation of objectives spiritual 3. selection of content mental 4. organization of content social 5. selection of learning emotional experiences 6. organization of learning experiences 7. determination of what to evaluate and how to do it.

II. Society Cultural influence School aims Staff~<--->Learners Educational

III. Areas for action Restraints Propositions Problems Needs Disquiet Initiatives Innovations

IV. Selection and organization of curriculum content and learning: Content areas Form Unit Overall programmes Objectives: behavioural conceptual Course outlines Topic development Resources Comment, change, development :Svaluation 44.

v. Pro~ramme for Curriculum Review: Stated outcomes 1 hr.

Wednesday, 15 September - Staff Wednesday, 22 September

Wednesday, 29 September - Staff Wednesday, 6 October

A decision was then made to start with the curriculum of years

7 and 8. This was done under the following points: oajectives, special behaviour objectives, content, resources and assess~ent.

The process of curriculum development and review is still going on at that school. In all, the time taken to develop general aims and start on curriculum development was three months. This included at least one meeting a week and the formulation of reports.

This process has taken place in many schools in N.S.~. and from reports the results, while not conclusive, are usually pleasing.

It could be that the major contribution of the Aims statement was to stimulate at the school level an awareness and discussion about the purposes and processes of education. 45- FOR CHAPTSR IT - CURRICULUM OBJECTIVSS

REFERENCES

1. The Aims and Objectives of Secondary Education in New South ~ales. Dept. of Education, 1973, p.l

2. R.C.Anderson, et. al., (ed.). Current Research on Instruction, Prentice-Hall, New Jersey, 1969, p.45

3. c.f. Eisner in M.D.Merrill (ed.) Instructional Design, Prentice-Hall, New Jersey, 1961, p.97 4. Consider Merrill, op. cit., and the distinction made by Ammerman and Melching in their article 'Instructional Objectives! p.72 5. ibid., p.68 6. E. Stones and D. Anderson (ed.) ~ducational Objectives and the Teaching of Educational Philosophy, Meth~ en and Co., London, 1972, article by Tyler p.10 7. ibid., p.5 8. Aims and Objectives, op. cit., p.20 9. ibid., p.5. 10. Stones and Anderson, op. cit., p.10

11. Leonard J. Waks,'Re-examining the Validity of Arguments Against Behavioural Goals! Education Theory, Spring, 1973

12. Mager in Merrill, op. cit.,· p.69

13. Anderson, op. cit., p.46 14. Clark and Mager in Anderson, ibid., p.54

15. Anderson, op. cit., p.45

16. Aims of Secondary Education in N.S.W., Department of Education, 1974, p.22

17. Aims and Objectives, op. cit., p.3 18. Stones and Anderson, op. cit., p.12

19. ibid., p.11 similar arguments are advanced 46.

20. Merrill, op. cit., pp. 97 7 101

21. Merrill, op. cit., p.70

22. Waks, op. cit., p.141 23. Stones and Anderson, op. cit., p.7 24. Merrill, op. cit., p.70 25. Aims and Objectives, op. cit., p.5 26. Stones and Anderson, op. cit., p.l 27. Aims of Secondary Sducation in N.S.W. op cit., p.17 28. Board of Senior School Studies, Circular 84, 1976. 47- III. RATIONALE Psycholoe;ical

Socialization is the process by which the child learns to

interact with the expectations of various groups. Essentially it

is learnine and living the culture of the group to which one belongs.1·

Such a definition tends to accept one explanation of the process of socialization and psychological growth and defines the same in those terms.

This theoretical explanation is termed the psycho-analytical interpersonal theory of development. Freud emphasized this theory2 · as does Sullivan~· In this case the social end product, the adult, is a direct function of the "interpersonal relationships as he pursues security". 4 • The process is divided into stages, broadly infancy, childhood, juvenile and adolescent.

During each of these stages significant others -parents, siblings, other children, teachers and the community groups interact with the growing child.

Freud and others would claim that if these social learning experiences were pleasant they would be repeated, if unpleasant they would be avoided. The end product of such a process is good or bad - socially mature or otherwise, depending on the quality of the interpersonal experiences. An adolescent is able to think abstractly, formulate some of his own general principles and conceive of his life as more of a whole.

His sucial experience is increasing steadily. The adolescent begins to form an ideal self which, through a continuation of his

previous ideals, is now so modified and extended that it will

eventually form the target for the years of work and effort ahead.

In early adolescence, this ideal self is made up of many fantasy 48. elements. It is, therefore, likely to be both unstable and contradictory. Slowly, and for many adolescents painfully, through interaction and a widening circle of relationships, the fantasy in the ideal self is resolved through the need to adapt to the realities of the adult world. Youth today are quite rightly preoccupied with themselves; the decisions they make will, to a large extent, determine the direction of the rest of their lives. The choice of a career is really the implementation of a self concept. Sexual experience, too, is a way of discovering and confirming self. Also during this time self esteem is precarious and easily damaged.

If as the result of sound interpersonal experiences, at home, at school and in the community, these problems are successfully resolved, the individual enters adulthood with reasonably clear purposes and goals. This resultant confidence will enhance the chance of attaining those goals. Another approach places the emphasis entirely on the persona­ lity of the child. This theory sees the personality as capable of self identity. Once again the person is seen as passing through stages. Erikson5· considers eight such stages.

Initially the infant is confronted with a trust versus mistrust stage as he establishes a secure or insecure relationship with his mother. He drew particular attention to the effect that interaction between the individual and the society in which he develops has upon the character of the individual's identi­ fications, and upon the changes that take place in these during the developmental process. These changes reach their most crucial point during adolescence. Erikson claims it is harder for young people in a technologically advanced society to identify with the 49. adult part of the community than for those in primitive societies, where there is a steady growth throughout childhood towards an adult identity.

But in industrial society, childhood is effectively extended way beyond'the onset of puberty, or the age at which the adolescent feels himself to be adult and in many ways is adult.

In both England and Australia many sixthformers may vote, drive a car and get married. This legal recognition of adult responsi­ bility is often not reflected in school curriculum or policy.

The student is institutionally defined as juvenile when he has physically come of age. The perpetuation of adolescence, which for some students continues into the early twenties, stems from the need of a technologically based societ~ for highly specialized labour. While it is only a small elite in such societies who reach higher educational standards, about 30% to 40% of young people in Britain and Australia continue in some form of educa­ tion into their late teens.

While the physical maturation of young people in U.K. and

Australia tends to occur earlier than hitherto, thanks to improvements in the general standard of living, particularly diet, and sexual experience tends to occur earlier, owing to the more permissive climate of opinion, the trend of policies, parti­ cularly in N.S.W., has been towards segregation of the sexes in high school. Established developments in country towns by both the State Government and Church authorities stem probably from economic rather than educational or psychological grounds. At the same time the age group 16 plus are contained in an environ­

ment whose disciplines and system of authority are more appropriate for 13 year olds. Regulations and procedures adapted 50. to the maturity of youth in separate senior schools can be made relevant to the age group. Similarly, curriculum content and

experience can be widened to accommodate the needs and indivi­ dual differences in young adults without being seen as a model

for junior secondary students. Related to this, is the social

involvement of the seniors which is horizontal rather than vertical with the juniors. This same grouping process is used

extensively in England by Sixth Form Colleges. The Tutor Group

or Pastoral Group may consist of up to 12 students from the lower or upper sixth. These students meet regularly with the

Tutor teacher and discuss a wide range of topics as well as pro­ vide a constant feedback system for the school.

What is generally expected of young people in senior school

is that they should study and then play but not undertake the adult responsibility of supporting themselves. The age at which

compulsory education ends has bee~ progressively lifted in both & England and Australia. One result has been to increase the pressure to proceed directly to senior school. Those who pro­

ceed are mostly dependent on the State and or their parents for

both their educational costs and their living expenses. Are

opportunities for a young person to realise his potentialities

to the full, as a human being, thinker and worker, best served

by an education system and curriculum which assumes he is not

adult? As an adult the personality faces a final social decision,

integrity versus despair. In this stage the adult can either impartially look at the facts, make a decision, accept it and act on it, or otherwise. Religion would be a suitable example for the last stage of personal social decision. This stage is often reached in the age group 16 to 19. 51. This theory looks at the process as a continuum of decisions made by the person re his socia~ environment. It does not claim that the environment has no effect, but rather that 11 the indi­ vidual is adjusted to the extent that he possesses the positive rather than the negative characteristics of each stage11 • 6 •

"Social development means acquisition of the ability to behave in accordance with social expectations. 11 7• This summarizes a third approach to the process; role playing. The author con­ tinues, "becoming socialized means that the child behaves in such a way that he will £it into the social group with which he 8. wished to be identified. 11 Here the process is seen as the proper performance of certain roles, approval of these roles by society and the development of social attitudes as natural outcome of the role playing process. The role of child, student and parent are basic to the theory and not only is role participation needed, but the "correct" attitude to those in other roles is just as important to the process.

The role theory points up the problem of what is commonly called 11 the generation gap". By this is meant a cultural rift between emerging adults and those adults who are already estab­ lished in society and are generally committed to maintaining it and who hold some sort of authority. The development of the mass media has both sensationalised and internationalised the youth role. Through its massive over­ reportage of any event involving young people, with editorial

demands for "something to be done before it is too late" the

role of youth and adult are forced apart. No longer, with the

ready availability of oral contraceptives, can the teacher and

parent group point to the danger of pregnancy as a reason for 52. virginity. Similarly, young adults are less concerned with

traditional economic careers than was once the case. Extrinsic

rewards such as pay, job security, fringe benefits and conditions

of work are no longer as attractive. Students are less likely

to accept the notion of differing gratifications in the interests of some distant career.

Acceptance by youth of their role as perceived by the older

group is in conflict with their questioning of democracy,

capitalism, conventional morality, the work ethic and authority.

Of the three approaches summarized, the psychoanalytical is

the most acceptable. The idea of socialization "proceeding in

a vacuum119 • as the personality theory implies is a denial of the

value of the learning (social) process. The effect of isolated

children and even of institionalized students10• would indicate

that the process is not from the inside out, but vice versa.

The role theory is true in some instances for some aspects

of some cultures. With all of these qualifications it reduces

the theory to a level where practical application and analysis are difficult. An oversimplification of a continuous process,

but also roles differ so much from one society to another that

an explanation of the process in terms of roles would lead to a

maize of explanations. The interpersonal approach incorporates the essential ideas

of the other theories. As the child grows and comes into contact

with significant others he adjusts his behaviour. This adjust­

ment is a personal decision made on evidence gleaned from the

social mores. "Human Behaviour is learned in the daily inter­

actions with parents, siblings and eventually significant

others." 11112 53. These interactions seem to be the key to the socialization process. While allowing for the differing cultures in which we find children, the role of personal response is not over­ looked. Brown130 illustrates his understanding of this inter­ personal role with continually expanding circular line. Start­ ing with self and keeping self as a core, the different social groups from parents to the eventual larger cultural group bring their interpersonal reactions to bear.

A.False;4 ·in his essay Culture and Personality, finishes with a diagrammatic summary of interaction in socialization.

Here the child is seen initially as a psychobiological organism interacting with encultured persons of his/her immediate environment. During adulthood and parenthood the person continues to interact with both his culture and young. The end product of this process is the encultured socialized adult parent. Such an explanation accepts the role of personal response on the one hand and the group roles on the other. However, the key to its acceptability is the emphasis placed on interaction. Here the child is "striving to reduce biologically based drives and adjust to the world around him ••• without causing conflict with others in the environment 11 ~ 5• Those whose business it is with the structuring of the educational system and its associated curricula should bring themselves to see young people as individuals, still uncertain of their place in the adult community. The whole climate of the senior school should facilitate, instead of block the identification of youth with the adult world. 54.

Many students who enter senior school will not proceed to hi5hcr education. Some may only spend a year at school after they have passed the statutory leavinc age. This manifest tendency, particularly in =ngland, has led to the development of an 'open access' policy. Students who for~crly would have left at lG plus arc invited to stay on without dcmonstratin3 any particular aptitude for academic '::ork. Similarly, in N.S.".'. large numbers of students prccce1ing ~ith school after the school certificate do so in order to gain their ~ighcr School Certifi- cate and enhance both their status and em~loyment spportunities.

The philosophical perspective will be concerned with con- cepts of social philosophy, such as equality of educational opportunity, and the principle of distributive justice. This will lead to ques£ions of educational aims related to the curriculu~.

111:!e have accepted, as needs we must, the doctrine of :".duca­ tional ~quality, as a necessary corollary of Democracy, but we have never made up our minds clearly as to what we mean by this education for all. 1116 • C1early there is a problen of defini­ tion involved in the word 'equality' as applied to education, and in particular senior secondary education. 1:thile the altruism of the Declaration of Human Rights - "al.!.. rnen are born eq~al'' is laudatory, its application to educational

philosophy is not precise. Peters17• points clearly to the

11hyri~a1 in•,,cl.J..'nctual, rnanun: end ~oral inequality in men • .s:• '-'~"~ ' -- '-' Arthur E. ~ise spends mnny paecs searchinc for a definition of

cquallty in education before he says 'equality of educationa! 55. opportunity exists when a child's educational opportunity does not depend upon either his parents' economic circumstances or his location within the State."18•

The Conant Report for 'interested citizens' of the U.S.A. claims that Jefferson's political equality was translated by educationalists as "equality of opportunity". The Central

Advisory Council for Education19·in their chapter "Education for

All" seem to have the semantic problem mentioned by Dr. Darling.

However the English Education Act of 1944 recognizes the funda­ mental inequalities in children by making provision for the best kind of appropriate educci.tion for all. In 1886 William Wilkins made it clear that education in Australia was for all, regardless of party, rank, wealth or creed and all were to share its benefits on equal terms •. If men are not equal, but if they should be given equal oppor­ tunity, how do we achieve the latter? The "appropriate education" mentioned above foreshadows the need to see equality in education as possibly and often meaning different opportunities.

Peters20·would argue that equality must be sustained in both

educational thought and practice unless a relevant difference would demand otherwise. A curriculum whose emphasis is pre­

dominantly academic can hardly claim to be providing a range of opportunities so that all share on equal terms.

Coleman has traced "The Concept of Equality of Educational

Opportunity"21. in the U.S.A. from pioneer days through to today.

He concludes that the current position in the U.S.A. is one

which places the onus of equality on the institution of the

school and not the student. 56. This raises another problem connected with equality and education, namely the question of justice. Justice demands that every chilu shall, as a socio-cultural personality, have the right to that enlargement of his nature which a variety of educational provision can afford. 22• Provision can be formal and/or actual. For example State High Schools are formally open to all students, to take their H.S.C. examinations. In actual fact, however, only those students who pass their School

Certificate and follow certain courses for two years can be awarded a Higher School Certificate.

Does this oft-repeated distinction between formal and actual equality infringe on justice? The educational history of many

Western nations, notably France and Sngland, demonstrates both a formal and actual inequality of educational opportunity.

Japan, too, long provided a system of education based on class and academic excellence. These historical examples demonstrate some of the irrelevant grounds on which the principle of equality was ignored. Justice did not only seem absent: it was.

The U.S.A. claims to have resisted Plato's training of an elite class and opted for a more Aristotelian state education system of one and the same for a11. 23• Coleman questions some of the assumptions underlying this distributive justice principle in the U.S.A. He claims the divergent out-of-school influences determine the effectiveness of the education system in providing equality of educational opportunity. 24• Others would claim that many non-school inequalities can be remedied with money well 25. spent in and on the sc h oo 1 s. Educitional philosophers and practitioners are now faced with a dilemma. Accepted is the right for formal equality in education. 57. The problem is how to offer this formal (school) equality at the senior level. Should equal resources be spent on gifted, average and below average students? Talent might be wasted if it were, and compensatory education neglected. Thus, to offer multi­ farious opportunity, unequal amounts and quality of educational resources would need to be allocated.

Even greater is the problem of actual equality in education.

To obtain such a situation ell out-of-school differences would have to be resolved. In a democratic system the task of chanc­ ing a socio-economic framework to such an extent is incompatible with freedom. 26 · ~hile curriculum objectives and content cannot provide all the answers, the education process has to make pro­ vision for the disadvanta0 ed, has to challenge the bright and yet give satisfaction in achievement to the not so bright - in the name of the greatest possible educational opportunity for all. 27 •

What obligations are understood when the concept of equality of educational opportunity is accepted? ~ilson28• sees two views. The traditional liberal view aims at providing a public, primary and secondary educational ladder for all. The liberals want as many legal and economic handicaps removed as practicable.

The more radical view called for the provision of experiences which generate intelligence and arouse interest even when the influence of the home and nci5hborhood may be impoverished or hostile. The U.K. rerort of 1963 seems to follow the liberal view and argues for the "longer school life1129 ·as one of the means of achieving this goal. In Australia this eealitarian sentiment is seen in the community's desire for secondary education for all. 58. Often this had led to denying full opportunity to the really talented, under conditions of limited financial and teaching resources. 30• There is the strongly held opinion that since everyone is not equal they ought to be and that education for all means the watering down of content so that all intelligence can be capable of mastering it. Darling argues strongly for

"the need in any society for an educated elit e 11 • 31. He cites

American Jacques Barzun who in his book The H0 use of Intellect scathes the philosophy of philanthropic egalitarianism which has resulted in education being used as a device for equalizing merit. One thing seems clear: we must educate our able children like those less gifted, not only to the utmost of their intellectual capacity but also to the utmost of their moral capacity. The very existence of higher education demonstrates the philosophi­ cal and practical acceptance by society of the education of an elite. The question becomes a little more difficµlt to inter­ pret justly in the senior school situation. Brubacher claims that "U.S. schools do not promote equality particularly beyond primary grades. 1132 • Lester Smith claims that the proper inter­ pretation of the U.K. Educatj.on Act of 1944 requires allocation to secondary school on the basis of ability and aptitude (rele­ vant differences) rather than of social class or money. Recommendation 10 of the Conant Report says "For the highly gifted pupils some type of special arrangement should be made. 1133 The area of elite·mobility in any society is intimately connec­ ted with the structure of education. While only 3% of popula­ tion may constitute this elite, a pre-requisite for entry into the professions is access to formal educational channels

commensurate with their ability. 59. The Coleman Report in the U.S.A. convincingly showed that the effective equality of educational opportunity rested upon the degree of equality of output of the education system and not upon the relative amount of input, in terms of teachers, equipment, buildings and money spent.34.

Efforts to provide compensatory programmes of education to bridge the gap caused by psychological and cultural deprivation have often met with failure. Confusion on this issue has led to an educational policy towards aborigines similar to the old input equality value in the U.S.A. The problem of equality of educational opportunity is not endemic to Aborigines. Minority groups of all types are disadvantaged educationally. Until there is a reappraisal of the effectiveness of the curriculum and programmes being offered, measured perhaps in terms of effectiveness of the output, there will be a continued wastage of talent.35 • The logical sequence for Australian sociologists and educa­ tional authorities is to attack the problem of equal opportunity itself from the earliest and formative causes of inequality. The most usual policy in Australia has been to segregate the child who is markedly different, and try to integrate the child who is not so markedly different. Empirical evidence has failed to establish the generally beneficial effects of compensatory education. Differences in any one aspect of development, be they physical, emotional, cognitive, or social should be integrated into the total behaviour pattern. The educator who attempts to alter this aspect of behaviour must then reckon with the child's self­ organizing or self-regulatory capacity, and with the child's need for consistency and oneness. 60. Equality in education does not necessarily mean sameness in curricula. Nor does it mean equal inputs of resources. It might mean educational provision so that all can develop their potential and interests. Involved in the implementation of this philosophical ideal is the problem of sorting out formal and actual measures necessary to promote equal opportunity. Content: A senior secondary education whose aims imply equality of opportunity for all should reflect this aim in curriculum content. Open access in England and the stated Aims of Secondary Education in N.s.w. imply a general philosophy of education whose objectives are to bring about the abilities to think effectively, to communicate thought, to make relevant judgements and to discriminate among values. Such objectives can be directly characterized in terms of ciental abilities independently of specifying the type of knowledge that is designed to produce them. One contemporary writer on the philosophy of curriculum, 36 · P.H. Hirst, is critical of such an approach. • Among the criticisms Hirst has to offer are the following. Firstly, that knowledge is itself a development of the mind and it is mistaken to view knowledge as a means to the development of mental qualities. Secondly, since Hirst claims it is impossible to describe what effective thinking is without saying what one is thinking about, therefore the development of mental abilities cannot take place in isolation from certain specified areas of knowledge. Thirdly, Hirst sees different areas of knowledge having and requiring different processes and criteria. This then precludes the possibility of there being a central quality of mind upon which judgements could be made. 61. Hirst is logically consistent when he criticizes the more progressive doctrines of growth and self-realization. Since thes~ doctrines pre-suppose the existence of latent mental abi­ lities that have their own natural laws of development, they are in conflict with Hirst whose claim is that the only structure the mind has is that corresponding to the knowledge it acquires. Likewise, he is opposed to the empiricist theory of mind put forward by John Locke that knowledge comes through the senses and then the mind operates on this by means of its faculties of deduction and abstraction, these faculties being inherent in the mind at birth. Hirst contends it is only through experience of the outside world and the resultant growth of a conceptual structure that the mind develops whatever abilities it has. As he sees the central achievement of the mind being basically cognitive in character, it is obvious that Hirst would also regard the central achievements of education as being similarly cognitive. All sorts of development - emotional, social and moral, are dependent on this basic intellectual development. This cognitive core, claims Hirst, is made up of seven areas or forms of knowledge which are distinguished by their particular concepts and by their distinctive tests for truth. In other words, the answer to the two· standard philosophical questions, "Vlhat do you mean?" and "How do you know?" will be logically different for each form of knowledge. The seven domains of knowledge Hirst distinguishes are:

1. Mathematics 2. Physical sciences 3. Human sciences and history 62. 4. Ethics

5. Literature and the fine arts 6. Religion 7. Philosophy

Each of these has distinct concepts and tests for truth. Mathematics, concepts such as number, set, fraction; religion, concepts such as God, eternity and sin; ethics, concepts such

as good and right. The tests for truth in mathematics are deductibility, in the physical sciences they are empirical

observation and experiment. The tests for truth in the other

five domains all raise problems of validity to some degree or another. For example, what makes one work of art superior to another? Is it possible to prove the existence of God, or that

man has an immortal soul? Nevertheless there are distinct testG that are used in each case, whether or not it is agreed that they yield valid conclusions.

Although Hirst does claim that all of our present knowledge

can be placed in one of these seven categories, he does not deny that in the future new domains might come to be distinguished.

R. F. Dearden,36 ·who follows the same approach as Hirst, admits

that some of the simpler forms of knowledge are outside these seven realms, e.g. primitive physical abilities such as body movement or simple memory. However he agrees with Hirst in maintaining that: "The forms of understanding above mentioned are basic ways in which human experience has, as a matter of fact, been extended and elaborated in the course of history.''37• Of course one form of knowledge may draw on knowledge from other forms in reaching its conclusions. Such is the case when 63. scientists use mathematics or religious educators use ethics.

These areas of knowledge can be subdivided into various subjects. For example the Human Sciences might include Geography, Economics, Sociology and Asian Studies as well as History. Because Hirst argued that the application of creativity and

critical thought differed depending on their application, he rejected the concept of general mental abilities being developed independent of the various areas of knowledge.

While the implication for curriculum planning is an emphasis on the cognitive core, it does not require a subject delineation along the lines of the seven forms of knowledge. In fact in the same article, Hirst allows not only for the value of inter­ disciplinary education and theme studies but also for a curri­ culum containing consideration of individual difference and interests. ~his approach allows at the senior secondary level for a liberal education or a specialized one. Thus the inclu­ sion of 2 Unit A courses in N.S.W. and interest studies in

England could be consistent with Hirst•s approach to liberal education. Similarly, the selection of "A" levels of study in

England and 3 Unit and even 4 Unit courses in N.S.W. would accommodate the specialized approach. R. s. Peters,39-whose curriculum content is similar in emphasis to the cognitive core of Hirst, offers justification for such a programme of "worthwhile activities". He does so by first looking at some of the arguments previously advanced. Justification in terms of wants as advanced by Mill does not prove decisive, since students may prefer snooker to calculus.

For Peters, justification is found in the nature of the 64. knowledge sought. Similarly, the argument for justification in terms of happiness or pleasure is for Peters more a demonstra­ tion of the preferences of the speaker than a pleasurable pursuit of worthwhile activities.

Peters' own approach to justification avoids the value-laden argument of rationality but assumes a process of justification involved in the serious approach to curriculum. Thus, if some­ one asks about content, then he will inevitably (according to Peters) avail himself of the knowledge and thought contained in those subjects which would help him to find the answer. Basic to Peters' argument is that content justification is to be found in the genuine quest for truth by anyone who asks the question,

11 Vlhy do this rather than that?1140 • This se~ious and introspec­ tive approach does not exclude, for example, subjects such as cookery and carpentry. It does, however, raise the question as to whether the asking of such questions leads to the pursuit of specific subjects, e.g. History or English. Likewise, a person may find answers to all questions in the exploration of one discipline - what then of the other areas of knowledge? Since Peters argues for education as initiation, surely the decision about worthwhile activities must come from the initiated. Yet justification by a process of questioning implies at least some progress in educational theory. Although argument for justification as raised by Peters may contain weaknesses, the answer is probably found in an accommoda­ tion of proposals. It would appear that little is being done at the senior level in England or Australia41·to set about justify­

ing current curricula and this may reflect the inadequacies of 65. the education systems. Peters does at least present sound reasons for valuing many of the activities he suggests. 42 •

Matthew Arnold found the term "secondary education" in common use in France in the 1860 1 s. He was mainly responsible for popularizing it to describe education which was beyond elemen­ tary education but below that given in the universities. 43- Arnold thought it an apt term to describe the education which was suitable for middle-class children. There was already in existence a centuries old traditional type of education distinct from theelementary offered to the masses, and the term "Secondary" became attached to it. This secondary education became synonymous with what was offered as a classical educa­ tion leading to the professions and white-collar appointments. The curriculum, as decreed by tradition, was Latin, Greek,

Ancient History, some philosophical training, with the addition, by the end of the 19th century, of foreign languages, mathe­ matics and then the sciences. The situation of increasing demand for better educated persons in industry and trade has widened employment opportunities for the new middle class. The industrial and technological revolu­ tions have result~d in an extension of compulsory education into secondary school. The problems of educational content for secondary schools of 100 years ago are the problems of the senior school today. Education is now a strong societal value. This is demonstrated by the huge increases that have occurred in the number and per­ centage of students continuing to the final year in both

England44. and Aus t ra1· ia. 45. With such a demand for senior 66. education it could be confidently expected that educational qualifications would act as a criteria in our system of social stratification. Many people in Australian society see educa­ tion as a means of ensuring a particular position in the class structure.

"Education is becoming a route to increased status, with its consequences for social mobility. 1146 • However, both ~ngland and Australia's diverse educational system belie the myth of eealitarianism. Parents of high social status can book their children into exclusive, fee-paying private schools in order to ensure academic emphasis and social status for their children. The amount of education these students obtain is determin8d by the fee-paying parents. It has been the writer's experience to know, first hand, the price parents are prepared to pay to ensure a type of education which is more traditional than functionai. 47 • The Radford Report48 • for the Australian Council for Educa­ tional Research would indicate that students from Government schools 11 drop out" earlier than students from either Catholic or other private schools. These findings were reinforced by the Karmel Report of 1973. 49 • While the quaniity of senior secondary education may depend in some measure on parents, the type of education depends on the curriculum, methods and teacher attitudes. The academic and commercial-technical strands evident in junior secondary edu­ cation have been largely eliminated by the Wyndham scheme in N.S.W. and the Education Act of 1944 in ~ngland. It could be argued that: 67. "All the comprehensive school does is keep everyone in

the running until the final stages. 11 5o. Modern education is the product of middle class values, and is run by people with predominantly middle class attitudes, values and behaviour patterns. Parents in the upper middle class and above can afford, if they desire, the particular form of education consistent with their attitudes. Students outside these classes wishing to proceed with senior school education will be at a social and educational disadvantage. The lower class has no alternative but to use the public school system. These students will, in turn, find it difficult to adjust to middle class values and, being financially handicapped, are more likely to enter lower status courses if they do not drop out altogether. British education and social mobility are also closely related.

The comprehensive high school system has taken a long time to put an end to the selection of an intellectual elite at the end of primary school. The British Education Act of 1944 paved the way for equality of educational opportunity in the junior secondary. Circular 10/64 from the U.K. Department of Education and Science made possible an extension of opportunity into senior secondary. Despite 11 open access" to students in the U.K., the curriculum still favours the intellectual elite since, as in N.S.W., only certain subjects, e.g. Science and English, have public examination status. This status in turn ranks the student as a more or less successful applicant for further opportunities in study or work. Since private education in Australia and England tends to re­ inforce the values of the class it is educating, and public 68. education stresses in the main middle class values, upward mobility for the lower classes of society is inhibited.

Curriculum developers will have to address themselves to this basic inequality if all classes are to profit from senior secondary schooling. Some problems needing particular attention are:

1. Insufficient attention to vocational needs.This is based on an assumption that senior secondary education is a prepa­

ration for tertiary studies. Little attention, if any, has been given to careers education in curriculum organization.

2. Emphasis given to examination results. The pass/fail mentality and subject compartmentalisation and esteem have

resulted in little education for leisure and undue caution where outcomes may be significant but not measurable, e.g.

drama. 3. Problem of identical provision. This lock-step proce­ dure whereby all students are expected to travel the same path at the same rate, cares little for individual differences.

Another important sociological consideration focusing atten­ tion on curriculum is the value system of society. In educa­ tional terms societal values repre~ent a continuum. At one end are those who consider the function of education to be the trans­ mitting of society's values and culture. These traditionalists usually argue for a classical education with special provision for the elite. At the other end of the continuum are the progressives whose view of education requires of the school that it be an agent of social change. Key concepts in this area need a sociological definition and for reasons of simplicity and some measure of consistency those 69. of Goode arc used. 51 • Values will be viewed as norms or socially acceptable goals. The goal may be symbolic or material. Culture, Goode suggests, is a complex of rituals, beliefs, customs, laws and knowledge passed to succeeding generations. Conversely, social change consists of alterations in customary social patterns and role relationships.

Central to the discussion is just how conflicting are the dual functions of education. Long before his report to the South Australian Government, Professor Xarme152 • argued for an educa­ tion system that fulfilled the traditional function of preserving the good existing in society and questioning the dubious. If education is a process of socialization - "that is it serves to transnit to the child that which we regard as best in cultural heritage, 53 ·and accept that "no education system stands apart from the society which establishes it 11 ~ 4 • then the function of transmitting the past becomes one of necessity. Problems; however, arise in deciding what things or values constitute the best in cultural heritage. Also problematical is the authority and ability of those who decide on the best. If, as strongly suggested~5·Australian education is largely determined by unimaginative and presumptive curricula, compul­ sory exams, centralized and bureaucratic control, an authori­ tarian teaching system, financial paucitj, lack of public interest and narrow religious and colonial beginnings, then serious doubts concerning the competency of the decision-makers re cultural heritage arise. "The teacher has to ask what the values of his society are and which of these he wishes education to reinforce, which to modify and/or even combat.56 • How qualified is such a teacher in a 70. senior high school to ask the questions suggested? Grambs57. would reply that teachers, like other human beings, tend to repeat what they have done even if they are not fully satisfied with their performance.

The difficult task, then, in senior secondary education is to provide the student with the form of education most appropriate to fit him for a rapidly changing society. This consideration must apply to broad plans and to detailed specifications of curricula that are relevant, school organization of a personal dynamic nature, teaching methods closely allied to the techno­ logy of the society and ~urriculum objectives and examinations of a meaningful type. 11 The secondary school is first a body of adolescents and then a group of students, ••••• it (secondary school) cannot subordinate the education of persons to the teaching of subjects as is the fact in our present high schools. 1158 • Turning to the other function of education, might it not be truly said that "few, if any, institutions educate their members to question the grounds of their own existence in such a way as to produce fundamental changes in institutional direction, mean­ ing and function".59. Rich, in his book Education and Human

Values, debated the conflicting functions and concludes there is little value in a process dedicated to traditionalism and with its over-emphasis on past history and litcrature. 60• However, there is surely a continuum existing between the two poles of ultra-conservatism and education purely for social criticism. Also, might it not be extreme to consider the school as an agent of social change! While Grambs asserts that

11 revolutions are· never born in the classroom11 , 61 Karmel seems to 71. have a more realistically optimistic attitude. 11 'l'he values governing the organization of the school and the behaviour of the people in it should be those that contribute to a society not averse to change, but prepared for it to be evolutionary rather than revolutionary.1162 •

This evolutionary process seems to hold some of the answers to this sociological juxtaposition for education and curriculum design. Since education uses what is known in order to build, evaluate and create, then evolution, with its need for the past's best in order to create a better future, seems an appropriate compromise to the conflict of functions as stated. Away from this theoretical solution we are faced with what Cowan suggests is "our present education system which e.ssumes a comparatively static environment and is dominated by men brought up in that tradition". 63 • Yet the high school youth is not living in, let alone going to live in a static environment. Attitudes to all aspects of the environment are rapidly changing. We now have to conserve our physical environment, revalue our moral environment, reconsider our social and human environments, and make some attempt to master our technological environment to say little of the spiritual environment shifting ground and emphasis daily. Rich and Grambs both argue that societies get the schools they want rather than the ones they ought to have. Now they seem to want either undue emphasis on tradition or conversely, no emphasis on the }?ast. Surely the answer lies not in conflict between the best of the past ani the need for a changed future. It would appear that if a society or a group within society is overly traditional, bent on preserving the past,then that is the

form of education it will offer. Similarly, if the society is a 72. critical, questioning, adaptive one, then this aptitude will be reflected in its curricula.

Fifty years ago both systems could have argued merit, but in a world marked by global communication and rapid technological change, no society can ask its young to absorb only the past and thus be prepared to face the future. Similarly, the demand for education to be an agent of social change could force into a position of revolution an institution whose duty i3 to "prepare children for evolutionary change in the society of which they are part 11 • 64 • The senior school term should be both creative and conservative. As a conservative influence it inducts the young adult into the exis~ing tradition. It is in this way an impor­ tant agent in maintaining the continuity of ideas, beliefs, customs, and habits from generation to generation. "At the same time it has to make provision for movement within the tradition and for its reconstruction into new forms to cope with changing

circumstances. and new mo d es o f 1.1v1ng. . 1165. 72(a)

SU!,~,:A~Y

Justification for a separate senior school curriculum is taken from the three perspectives: psychological, philosophical and sociological.

i. The developrnental psychologists whose theories were

dlscussed consider the age group 16 to 20 as young

adults. To provide a school climate and curriculurn

consistent with this view, it is necessary to allow

considerable freedom of choice and acceptance of res­ ponsibility by students.

ii. If senior secondary education is to be the right of all

students aged 16+ then curriculum design and choice must

be civen ac\ual as well as for~al r9cognition. Curri-

culum provisions ~hich are essentially acad0mic and

cognitive are philosophically without justification in

open access sen~or schools. iii. Since education is often a prerequisite for upward social

mobility, students from the lower class of society

should not experience curriculum alienation that only

the eifted and determined can surmount. Likewise, a

curriculum which ignores the past or the future will

inhibit the overall development of the young adult

student. 73. CHAPT~R III - RATIONALE

References Psychology l. D. C. Drinkmeyer, Child Development - The ~merging Self Prentice Hall, 1955, P. 145

2. B. R. Mccandless, Children and Adolescents - Behaviour and Development, Holt Rinehart and Winston. New York 1963, P. 322

3. Drinkmeyer, op. cit. , P. 150 ibid., P. 150

5. ibid., P. 149 6. ibid., P. 148 7. Elizabeth Hurlock, Child DeveloTirnent, McGraw-Hill, New York, 1964. P. 326. 8. ibid., P. 326 9. ibid., P. 327 10. ibid., P. 328 11. W. E. Martih and Celia-Burns Stendler, Readin~s in Child Development, Harcourt Brace and Co., New York, 19 54. ? • 142 ff. 12. Drinkmeyer, op. cit., P. 145 13. F. J. Brown, Sducational Sociolop;y, Prentice Hall, New Jersey, 1954. P. 82 14. Martin and Stendler, op. cit., P. 140.

15. Drinkmeyer, op. cit., P. 149

Philosophy 16. Dr. Darling, Educational Values in a De~ocracy. P. 11

17. R. s. Peters7 Ethics and Education. P. 118 ff

18. Arthur E. ~ise1 (Ed), Rich Schools, Poor Schools. P. 146.

19. Half Our Future, P. 3 ff.

20. Op. cit., P. 126 21. James s. Coleman, Harvard Educational Review. P. 7-22 74. 22. c.f. G. H. Bantock. Education and Values. P. 149 1·t· 1 23. 'po l ics, VIII, I, 3, 1337a 0 uoted in Castle Ancient ,.,d t. , 'l'., ' ~ uca ion and Today. P. 201 ----

24. Coleman op. cit., P. 17

25. c.f. Henry S. Dyer. School Factors. Harvard Ed. Review. Winter 1 68. P. 55

26. c.f. Peters op. cit., P. 141 ?7. c.f. Schools Commission Report 1976-78, P. 4

28. Alan B. 1.Vilson "Social Cla.ss and Eaual Educational Opportunity".

29. Half Our Future. op. cit., P. 6. Par. 18

30. c.f. Schools Commission, op. cit., P. 2 31. Darling op. cit., ?. 11

32. Johns. Erubacher, "2"cle'tic !=lhilosophy of :Sducation. ?. 226 33. Conant. op. cit., P. 62 34. Coleman. op. cit., P. 22

35. Schools Commission op cit., PP 5, 6, 7 and 8 36. P.H. Hirst, Liberal Education and the Value pf KnowledEe in R.D.Archa~bault, (~d.) ?hiloso~hical Ana~ysis and ~ducation. Routledge and Kegan Paul

37. R.F.Dearden, The Philosophy of Primary ~ducaticn, Ch.4. 38. ibid., P. 79 39. Peters, op. cit., Ch. 5.

40. ibid., P. 164 41. Report on Curriculum Development Centre - Guidelines. Australian Department of ~ducation. April, 1974.

42. Peters, op. cit., PP. 157-161 especially.

Sociolo5y 43. S.J.Curtis and M.~.A. Boultwood, Contemporary Sducation: A Comp::lrative Study of National Sy;:;tGms, Harcourt Brace and world, 1965, :?? • 454-5. 44. Caroline Benn and Brian Simon, Half Way There, McGraw­ Hill, London, 1970. P.188 75.

45. G • r,•Kor~is, • ' The Development of Science Subjects in Australian Secondary ~ctucation~ Australian Journal of Education Vol. 8, No. 1, P. 53

46. A.F.Davies and S. ~nctl, Australian Society - A Sociolo­ gical Introduction, F. W. Cheshire, Melbourne, 1965, P.27 47. Both the school the author worked in for five years in Sydney's Eastern Suburbs and a school research project conducted with the approval of Professor L. Brown, University of New South Wales, demonstrated the concern of wealthy parents to preserve an independent system.

48. W.C.Radford, School Leavers in Australia 1959-60, A.C.E.R., Melbourne, 1962, P. 64 49. P. Karmel, (Chairman), Schools in Australia, Australian Government Printer, 1973. 50. Sociology of Education, Vol. 43, Dec., 1964. Article by Kandel and Tesser, P. 285. 51. ~.J.Goode, Vocabulary in Sociology, Data Guide Inc., 1959

52. P. Karmel in R.~.T. Cowan (ed), Edu~ation for Austra7 ians, Cheshire, Hong Kong, 1966. P. 32. 53. ibid., Walker, P. 194 54. P. Karmel, (Chairman) Education in South Australia, South Australian Government ?rinter, Adelaide, 1971. ?. 25 55. Barcan and Walker in Cowan, op. cit., P. 190 56. R. Williams, (ed), Education andContemporary Society, Prentice-Hall, Tokyo, 196~. P. 171. 57. J.D.Grambs, Schools, Scholars and Society, Prentice-Hall, Tokyo, 1965. P. 9 58. New Horizons, No. 14, Spring, 1954, P. 19. and 20 years later National Times, May 7, 1973. 59. Marc Blith in J.M.Rich, ~ducation and Human Values, Addison-Wesley, Phill,pines, 1968, P.15. 60. F. Mayer, Philosophy of Education for our Time, Odyssey Press, New York, 1958. ?. 155 61. Grambs, op. cit., P. 12 62. Karmel, op. cit., P. 43

63. Cowan, op. cit., P. 284 64. Karmel, op. cit., P. 540 65. Walker in Cowan, op. cit., P. 68 P.76. IV. THS CURRICULUM ?ROVISIONS ENGLAND

In 1965 the Department of Education and Science (U.K.) laid down the guidelines for the organization of secondary education along comprehensive lines. Circular 10/65 gave guarded approval to three basic types of educational reorganization for senior secondary students. Firstly, a sixth form college with limited access and an emphasis on academic courses to be entered on certain conditions, for example five Ordinary level (0-level) passes in the General Certificate of Education (G.C.S.) examinations. Secondly, a junior college which would cater for the needs of all local students in the 16-19 age group. Thirdly, 11 to 16 schools side by side with 11 to 18 schools with the latter providing sixth form facilities for pupils transferring from the former. The question of "open access" implied in the second and third proposal, as opposed to the question of selective entry, is central to the problem of curriculum provision in the senior secondary. Luton, the first sixth form college to open in the wake of Circular 10/65, falls fairly distinctly into the cate­ gory of an academic academy. Entrance qualifications were set at five 0-levels. Initially only students destined to take Advanced (A-levels) levels were admitted. Since 1971 students have been permitted to enter the college to acquire further 0-levels without going on to A-levels, but these are a minority. The reoson for this selective approach is given by Luton's

Director of Education: "To embrace a fully comprehensive student mix v:ould clearly require a considerable further extension in size and pro­

vision of practise facilities which would, in large 77. measure> duplicate what. is already provided at other post 16 im;titutions in the town."

Stoke-on-Trent sixth form college received its first intake of students in the scholastic year commencing September, 1970. It was intended to be an academic institution replacing the sixth form provision in grammar schools and in no way duplicat­ ing the facilities provided at the more vocationally oriented colleges of further education. Advocates of the sixth form college claimed that it would provide better opportunities for the more academically gifted, offering them a wide range of courses than could the sixth forms in the grammar schools. The concentration of courses in a single establishment would facili­ tate an economy of resources including equipment and teachers. It was argued that the college would serve as a more effective bridge between school and university in that it would introduce students to a large institution composed mainly of one age group. Care was also taken to ensure an adult atmosphere and methods of teaching were closely akin to those in universities, including the lecture, the seminar, and independent study. Stoke's students are expected to study three A-levels (together with General Studies and English). Most of the students have their sights set on university. The work of the students has been organized in six major departments: English, mathematics, science, languages, general studies and liberal studies. General studies is essentially a social science department including such subjects as geography, history, econo­ mics and the British Constitution. Liberal studies is used as an umbrella term to include the visual and performing arts, crafts, 78. physical education and religious knowledge. Students are allo­ cated to tutor groups on the basis of their main subject or interest. The head of each department is responsible for the work-load of each member of staff within the department and for the work and discipline of the tutor groups allocated to it. The college building looks very different from the traditional grammar school. Rooms vary greatly in size. Large groups can be seated with writing facilities in the main tiered lecture theatre which is fully equipped for play production and film projections. The~e are specialist rooms for the main subjects, each with a tutor space in which a teacher can meet three or four stud~nts. There are shared classrooms and division rooms of various sizes. Science rooms are designed on an open plan with central preparation rooms. A centrally situated and impressive library is open till 7 p.m. each evening. There is a large common room which doubles as a dining hall. Throughout the college there are individual carrels for private study. Very little expense seems to have been spared. In such a physical environment the able students are afforded every opportunity to achieve A-levels in a predominantly academic environment. The curriculum in Stoke is similar to that offered by most selective sixth form colleges. Results at the college have been excellent. Some selective sixth forms have had indifferent success when examination results are used as a yardstick of achievement. The appointment of H. Beynon as principal­ designate was made 18 months in advance of the opening of Stoke­ on-Trcnt. This enabled him to be present,when in 1969 the heads of departments in the city's five feeder grammar schools met to 79. discuss how they could coordinate course~ so that when students transferred to the college, difficulties over syllabuses would have been minimised.

It could be said that with its present entry restricted to pupils showing evidence of A-level potential, selective senior colleges such as Luton and Stoke-on-Trent fail to offer the benefits which accrue from a fully comprehensive student mix. Such colleges defer selection from 11 plus to 16 plus and therefore, as elitist institutions, force the remaining students to technical college, work or colleges of further education. The great strength of the selective sixth form college undoubtedly derives from the concentrated availability of specialist teaching resources and.the variety of academic courses which can be provided. In addi~ion, this type of insti­ tution is serving as an invaluable halfway house for the maturing 16 year old between the closely supervised approach of the school and the adult atmosphere of an institution of higher or further education. The more typical pattern among the existing sixth form colleges is one of open access. "The Colleges are open to all who wish to continue full­

time education from the age 16 to 18/19, whatever their

previous educational history or qualifications, 112 • and, "Our policy is to provide a suitable course for any student who genuinely wishes to continue his or her education beyond the age of 16. There is no academic standard which you must reach to be admitted. 113 • 80. These sixth form colleges are in sympathy with the philosophy of comprehensive schools. In 1968 a survey conducted by the Assistant Masters• Association indicated that two thirds of the sixth forms in England and Wales had open access. Obviously it is not much good having open access without the rieht curriculum to suit the needs of those who do not have the dispensed with qualifications.

Most colleges claim to provide students with the opportunity to develop fully their aptitudes and abilities. "The curriculum of the college is very flexible and each student is guided towards a timetable tailored to suit personal requirements.n4 •

"The curriculum is so arranged as to give all students an individual personal timetable designed to fit their

particular needs and abilities. 115 • These colleges are open to students of "goodwill and industry116 • who have been recommended by the Head teachers of their schools as being likely to profit from the opportunities available. Very few applicants are refused entry. Each college issues a prospectus describing its organization, setting out the few rules it expects students to accept and detailing the courses available. Potential students complete an application form and all are interviewed, sometimes in the presence of their parents, by senior members of the college staff when advice is given about appropriate courses. As can be seen from the Appendix, 6 • Harrow

Weld Junior college, like many others, may defer final decisions on some applications until General Certificate of Education 81. (G.C.E.) and/or Certificate of Secondary ~ducation (C.S.E.) examination results are known. An induction course for new students .is held late in the summer term or during the first few days of the autumn term to allow them to meet the college staff and familiarise themselves with the college building and facilities.

Of major concern to these colleges is their ability to cater for the needs of their students. As open access establishments, they accept students of widely differing academic abilities from various areas, schools and personal backgrounds. Normal A-level courses such as those offered in selective r.olleges are inappropriate for many of them. They therefore have to provide many courses at different levels and this adds considerably to the organizational and administrative load of the heads of departments. It also calls for much professional expertise on the part of all members of staff, who, though dealing with a restricted a6e range, have to teach students of all levels of attainment and ability. The college has to provide a wide range of courses to meet the very differing needs of its students, who may number from 300 to 80o. 7• It may provide the opportunity to retake 0-level examination in November or January or it may insist upon a full year's course. It offers a year's Foundation Course to the less well-qualified students to prepare them for further courses or "A"-level work. Each student has an individual programme of work: 0-level courses, A-level courses with or without 0-level courses, examination and non-exa~ination courses in academic or vocational subjects or a mixture of such courses. There may be 82. cooperation with a Further Education college in the provision

of some of these courses. 8•

Students are required to follow a General or Liberal studies

course. 9 • Lowlands Junior College offers two General Studies strands, one for the Upper and another for the Lower sixth. While course details are often designed to meet specific and

explicit student needs, the actual courses offered are deter­ mined by staff interests and abilities. Instructional techni­ ques used differ as much as the courses. The reaction of students to such courses was, from the author's observations and questions, mixed. Some regarded the course as a waste of time; others value~ the general studies time more than any other in the curriculum. It could be argued that teacher interest and know-how seemed a big factor in determining student satisfaction. Time is also set aside for recreational and community acti­ vities. Since these are planned experiences, then in the terms of the report they constitute part of the curriculum. Many of these activities are student governed and initiated. Staff may sometimes act as patrons or participate out of interest, e.g. drama club, walking club. There is usually a Student Council which considers student affairs and organizes student activities.

There may be a joint staff/student committee. Central to the curriculum of all colleges is the Tutor system. Each student is assigned to a Tutor Group of about 15 students,

probably from the first and second years, and possibly includin0 some taking arts subjects and some science subjects. The Tutor

Teacher is resnonsible... for the academic progress of the student and for his pastoral welfare.

"The Tutor will act as the point of first reference for

- , '"\ ------.L - . - r- --- - , L" ------_, -- - .! _, - -- - - .. 1 n_ 83. Allied with this the college has staff (at least one full time member) who specializes in offering careers advice. Below is an excerpt from Itchen College Prospectus which demonstra- tes the attention given to careers education. The situation· at Itchen is not atypical.

1. Department of Careers Guidance Itchen offers its students a well-equipped careers library open to students during the day for the borrowing of

books, pamphlets or just for browsing. (a) For the whole of the first year there is a weekly

lecture/film/discussion period, offering eight or ten options covering the whole ranee of Higher Zducation possibilities and the professions, and

dealing in all with some two hundred and fifty careers at all levels. (b) For those on a two-year programme leading to certi­ ficates at o, C.E.3., C.S.E. level, there is a special weekly careers session of general educa­ tional value as well as vocational. It includes visits, films, visiting speakers and culminates in four sessions of three afternoons each of work observation in the second year. (c) Prospective teachers and nurses have periods in schools and hospitals arranged for them so that they can gain a better insight into work and life in these

areas. (d) Visits elsewhere are arranged according to interest and demand, either on a Careers Day or at anj time

throughout the year. 84. (e) Great importance is placed on individual interviewing

of students. All students are seen at least twice

and as many times above that as is necessary. There

is close liaison between tutors, Deputy Heads (year

heads), careers staff and the City and County Careers

Service.

Sixth Form Colleges with open access have some serious problems.

Each college needs a staffing allocation which enables it to develop and offer a curriculum to meet the academic and personal . needs of each one of its pupils. These teachers must be able to deal with the full ability range to ensure that the remedial group and the high fliers alike receive the attention they deserve.

Teachers in these colleges must be in sympathy with the aspira­ tions of their students at this vital stage in their development.

It is desirable that all teachers should have experience of teaching students below the age of 16. Teaching groups are more effective if they are small, e.g. 1:12. There needs to be effec­ tive liaison between all the members of the system. The junior secondary schools must cooperate to ensure that no pupil suffers from attending one school rather than another. The staffsin both schools and colleges need to work together on a departmental basis, to devise courses which are coherent; yet allow the school the traditional freedom to choose what they shall teach and the manner in which their pupils shall be examined. Effective coopera­ tion between the staffs of schools and colleges or extended sixths is needed when options are introduced in the 11 to 16 courses and when potential students arc seeking advice about their future careers. Where students are coming from a number of 11 85. to 16 schools, to one 11 to 18 extended sixth, or to a separate

college, a mutually acceptable records system could be used to

ensure that the college receives a full profile of each student.

Only if this is available can advice onsuitable curriculum

studies be aligned with individual abilities and interests.

Senior school curriculum in England has moved in two direc­

tions. The selective sixth form college places emphasis on

academic achievement with some regard for liberal studies. Both

sixth form colleges and extended sixths (11·to 18 schools) with

open access, have attempted to challenge the bright with a

variety of A-level subjects and at the same time provide for all

who wish to continue with school after 16. ~hile both could

argue that they are working towards the objectives outlined in

Chapter II it is difficult to envisage the suitability of a

decidedly academic ·curriculum in a L.E.A. area where all the youth of 16 plus are not potential A-level students. If a~

alternative was available in each L.E.A. then it may be easier

to justify such a curriculum. Hirst would question the composi-

tion of any curriculum where little account was taken of student

interests and abilities.

Could it also be true that the open access college is asking

too much of any one institution? Since such a wide range of

ability is catered for, then the spread of resources is neces­

sarily particularly thin. Most of the colleges the author

visited were •open access' and the common complaint by staff and

students was lack of resources. English education, if anything,

is not static and the degree of experimentation at the local level

reflects a process of healthy on-going evaluation and adaptation. 86.

There have been two major stages in the development of a senior school curriculum in New South Wales. In 1962 the

Wyndham Report on Secondary ~ducation in N.S.W. was put into effect. This Report changed the basic structure of secondary education. Its impact, particularly on the general philosophy of senior studies and aspects of junior secondary education, is examined in the first part of this section. The need for change is considered and the implications for curriculum desicn in both junior and senior secondary levels examined. Since the curriculum of the senior school has been changed in recent years, no attempt is made to analyze the senior school curriculum prior to reconstruction. However the whole fram~work and aims of senior secondary education today in N.S.~. took its origin from this Report chaired by Dr. H. s. 'Nyndham. It is this framework and general philosophy in which the senior school curriculum of today has its context and direction.

The \'I;t:ndham Re:eort and Senior Secondary Curriculum A comuosite.. and educationally repr~sentative Committee under the chairmanship of Dr. H. S. 'Nyndham was asked to: 1. Survey and to report upon the provision of full-time

day education for adolescents in New South ~ales. 2. In particular, to examine the objectives, organiza­

tion and content of the courses provided for adolescent

pupils in the public schools of the State, consideration

being given to the requirements of a good general educa­

tion and to the desirability of providine a variety of

curriculum adequate to meet the varying aptitudes and ll. abilities of the pupils concerne.d 87. The Wyndham Report which resulted from this enquiry has three parts; An historical review of the growth of secondary education in New South Wales; a statement of the aims of secondary education; a programme of recommendation for the future.

Briefly, 12"the Wyndham plan created a six year course divided into two segments marked by m~jor examinations: the School Certificate at the end of four years and the Higher School Certificate at the end of six years.

The first four year cycle was seen as general secondary education consisting of a compulsory core of ~nglish,

Mathematics, Science, Social Studies, Art, Music, Health and Physical ?,ducation, accompanied by a gradually increased number of "electives" such as Foreign Languages, Commerce and the like. The final two years were seen mainly as preparation for tertiary studies and hence as a time of specialization.

Thus the Wyndham Report extended into three areas. Firstly the terms of reference given to the Committee; secondly the actual Report; and thirdly its practical appli­ cation. "An abundant and increasing supply of highly educated people has become the absolute pre-requisite of social and economic development. 1113 • Thus claimed Drucker in 1959. He argued, and with conviction, that any so-called advanced economy would need to take a second look at its educational structure if it wanted to stay advanced. He cites Mexico and Switzerland 14·as countries where educational programmes and economic achievements support his arguments. 88.

New South Wales, along with the rest of Australia, was forced to reconsider its economic programme and alliances after World War II. Such a reconsideration may well have resulted in the memorandum presented by the Board of Secon­ dary School Studies in 1946. These recommendations contained four principles and nine proposals, but no action was taken.

Obviously, the need for review and chanee was recognized by a very important body. This general need for re-thinkine and re-adaptation was partly brought about by the war of 1939-45 and the lessons it taught.

There was then a general need for updating the syste~ to meet a more competitive, articulate and developing world. To this extent a change was necessary; the old system was deter­ ministic and somewhat of a deterrent to the specifically non­ academic. "We face therefore the responsibility of making every kind of job meaningful and capable of satisfying and fulfilling an educated man, while creating in the new organi­ zation an effective relationship of function, rank, rewards and responsibility. 111 5·

The position in New South Wales in 1957 revealed that the size and scope of secondary education had increased more than tenfold since 1915. In public schools the enrolment in 1957 was 126,000 as against 11,000 in 1915. Also, "academic" subjects were not the only courses of study available in 1957 as they had been in 1915. Now while these changes were obvious they were all too often accompanied by awkward modifi­ cations to existing structures and earlier practices. 89. One such practice needing change was the method of selecting pupils at the conclusion of primary school for various schools of a somewhat deterministic nature. The

Report claims strongly such a selective device at age 11-12 years tc be at best limited in effectiveness to a small minority of clearly academic pupils.

The actual titles, Junior Technical, Home Science and

High Schools tended to give status to the school and its pupils. While the community regarded any school, other than those offering examination courses at the Leavinc Certificate - (L.C.) level, as less than satisfactory, the system would be · 16 likewise less than satisfactory. •

This situat~on generated a further problem, i.e. the com­ parative fewness of pupils doing the ~eaving Certificate.

Having been streamed at the end of primary school it was in many cases impossible to pursue studies beyond Intermediate level. Thus in 1957 only 10% of students entering secondary schools attempted the Leaving Certificate. Attached to this problem was the nature of the courses offered at the various schools. Once assigned to a course embracing a number of subjects, obvious unsuitability for the study of even one of those subjects frequently meant that to "drop it" the pupil concerned might have to repeat a year. Most of these problems can be traced back to the tendency to select schools and courses for students on the basis of a very doubtful exam given at the end of sixth grade. The

Report thus recommended: "On completion of the primary school course, and in

general, about the age of twelve years, all pupils should

proceed, without examination, to secondary education. 1117 • 90. The following statistics indicate the extent to which pupils entered secondary schools and remained at school. Of every 100 pupils entering First Year by mid-year of the following years: 83 were in 2nd year .. 55 II If 3rd year 19 " If 4th year 16 II If 5th year

10 11 likely to pass L.C. 7.5 matriculated

5 entered a university

Since they could leave school at 15 years, some pupils were not coming forward from the primary school soon enough to enable them to complete a course suitable for adolescents.

Now that the assessment scheme in the last year of primary school appeared to be a failure, it was necessary to provide a shorter secondary terminal course and/or advance the age for leaving. The first four year cycle was as nearly as possible complete in itself. The courses offered are designed to be terminal and round off a good general education as well as lead to higher studies. Also, it was clear from the statistics that the number of students gaining the Leaving Certificate and the smaller proportion granted matriculation were inadequate to meet the needs of the community un d er mo d ern d con i· t ions.· 18• d dAde t o this, the then current failure rate at the University of Sydney for First Year students was 33%. 19• 91. Basically, the Report saw the need for two changes to help this situation. Firstly, change the nature of senior studies giving greater scope for individual aptitudes and specializa­ tion and secondly, lengthen the time of secondary schooling. This ~as seen as necessary, as many Leaving Certificate candi­ dates lacked the maturity which is one of the elements of success under university conditions. 20•

If the old system of "sorting" at the conclusion of primary school was to be abandoned and schools were simply high schools devoid of status, how could subjects be selected? It was en­ visaged that First Form be used as a year in which students do a common course. During this year they could adjust them­ selves to high school and with the aid of teachers and parents sort· , out subjects and levels for Form II. 21 • Provision for a three level course enabled a student to attempt Advanced English and Ordinary Mathematics, whereas previously he was segregated into A, B or~ classes and taught in all subjects at that level. The Report thus far had faced the needs of the time. The extent was somewhat inadequate. For instance, public exami­ nations usually lead to teaching which cannot always be equated with education. Pupils,. paren t s an d press 22. measure the school by the quality and quantity of its passes in public examinations. Teachers are quickly made to realize that their own futures could well depend on results at public examina­ tions. This attitude prevailed under the old system. The Report made little to no attempt to meet this need for chan8e.

Internal assessments may not be the complete answer, but is it not preposterous to trust a person to teach for years, and then 92.

to deny his/her competence to.do the logical task of assess­

ing his/her pupils? Apart fr.cm a footnote, little provision

Was made for change in testing procedures.

The influence of the University on the system of second­ ary education, while recognized, was not provided for. Prior to the Report, most subjects and syllabuses were designed, tested and corrected under the supervision of University professors. This tendency again emerged in the late sixties with the usual result of lack of dialogue and understanding of respective positions and attitudes.

Also, the Report lacked the courage to put its finger on a bas~c problem. ~oney. While governments are parsimonious with educational grants the system is doomed to rust. Daily reports and conplaints of inadequate salaries, poor teaching facilities, lack of teachers, inadequate scholarships, too few schools, large classes --- the list became a litany.

Many of these proble~s vexed most advanced countries, but it is interesting to note that Australia in 1967 spent less than

4% of its national income on education, while the Canadians, with a fully subsidized system, spent more than twice that

percentage.

Perhaps the Report would have suffered the fate of the

Vernon Report had it been so bold as to suggest a little more ready cash and less of the platitudes contained in official

utterances.

The composition of the Committee making the ~eport would

sugeest members representing non-denominational schools. It

would appear that for reasons best described as politic, the

Report somewhat ignored its first term of reference. Surely 93. the teacher qualifications in many such schoolswere less than

desirable. Possibly, too, classes were grossly overcrowded

and pupils crammed for examinations. The Report did not

examine and comment on private secondary education in Hew

South '.'!ales.

Lastly, the Report offered very little in terms of parent­

teacher relationships. Once again the terms of reference

allowed such a survey. If the relationship between teacher,

parent and pupil is as vital to education as the educational

advisers claim, why was such a large area of adolescent edu­

cation left unsurveyed?

In conclusion, it would appear that a report and survey at

that time was imperative. The extent to ~hich the 3eport

examined its terms of reference was somewhat inadequate. They

(the Committee). seemed content to survey, report and recommend,

albiet well, the "in school" situation. Such an approach· to

a problem far more complex appears to be an over-simplification

of the situation.

It was envisaged that after the first stage of secondary

education a more specialized form of education be provided

with its own mode of enquiry. The senior school was seen more

as a pre-university college in content and method, while still

being considered as an integral part of the secondary phase of

learning.

Restructured Senior Srcondary Curriculun

As early as 1969, less than two years after the first group of· Wyndham students had completed their Higher School Certificate, the Board of Senior School Studies suggested the need for review of the Senior Curriculum. As a result of this review, the Senior

Curriculum was restructured. The change took effect at the 94. beginning of the 1975 school year. Concurrent with the change was the re-examination of the Ai~s and Objectives of Secondary

Education in N.s.w. That document is discussed in detail in

Chapter II of the Report. A similar review of Junior Secondary education was also taking place, which resulted in the issuing of the Base Paper on a Total School Curriculum, Years 7-10, by by the Secondary Schools Board. The Base Paper was largely the work of Dr. ~.J.A. Vaughan, who also chaired the Advisory Com­ mittee on Aims of Secondary ~ducation in ~.3.~. Lr. Vaughan is

Director of Studies for the N.S.W. Department of ~ducation. The

Directorate concerns itself with curriculum development in secondary schools in N.S.W. This second part examines in detail the Restructured Senior Curriculum in the light of stated aims and the general development of senior secondary education in N.S.~. in recent years.

Backgrou,££. In March of 1969, a Circular23 ·from the Board of

Senior School Studies to School ?rincipals said that;

"The Board of Senior School Studies has, for some time,

been conducting a review of the curriculum and subject

syllabuses for Fifth and Sixth Forms in secondary schools~~

The reasons for review were suggested as; course differentia­ tion on the basis of purpose or student interest rather than ability; the need to loosen the mathematics and science linkage leading to matriculation advantages for students doing these courses·' the .oroblem of conceding passes at lc~er levels to students who failed at the higher level, i.e. failure at First

Level often led to a concecied pass at Second or Third Level.

The same circular gave further detail of long and short courses of study, possible period/time allocations and 95. provision for examinations. Two points of sie;nificance are made in the circular and both point to problems of curriculum development at the senior secondary level in N.s.w. The first point concerns the authority of the Board:

11 At its March 1969 meeting the Board adopted the follow­ ing proposals for the restructuring of Higher School

Certificate studies. 112 4•

Changes in curriculum structure in N.S.~., good and bad, come from above. The need for chance may well exist, but the deci­ sion-making process is contained within one Board. Just how much discussion with people at the workface preced0s Board decisions is suspect. The author, who has taught in N.s.~. schools for 17 years, has heard few, if any, reports of consul­ tation between Board members and practitioners. It would be unfair to suggest 'lack of consideration at the Subject and Syllabus Committee level, but at the level of fundamental construction of curriculum in terms of courses approved, methods of assessment, duration of studies and implementation of decisions, the flow is one way. The second point is the anomalous statemsnt that certain courses will prepare students for "_continuing study in the sub­ ject at tertiary level. 1125 • This view persists in later documents where the student, taking a 2 unit A course, is informed that it does not lead "to further study of that subject at tertiary level. 1126 · Such a statement may have some meaning in the languages and/or exact sciences, but in the social sciences it becomes meaningless. In fact, many students who take

Geography, ~conornics or History at tertiary level may not have studied that subject at all in senior school. 96. In November of 1969 schools received Circular 2127• This Circular admitted to criticism and careful thought about proposals mentioned in Circular 4 of the same year. It was decided that 28. "the plan will be introduced not earlier than Fifth Form, 1972." The contents of this Circular formed the substance of changes that became policy two years later. Just what happened in the years 1970, 1971 and 1972 is difficult to conjecture. Listed below are the circulars relating in any way to changes at the Senior Secondary Level:

1970 - 5 (~2/70/14) para. 7 19.6.70 16 (S2/70/40) para. 1 16.11. 70

1971 - 1 (.I::2/71/6) 4.2.71 16 ( E2/71/49) 17.11. 71

1972 - Nil 1973 - 3 (E2/73/7) para. 1 27.3.73 The circulars of 1970, 1971, and November 1973, do little to throw light on structural developments at the curriculum level.

By and large they relate to draft syllabuses and postponement of the date for implementation of the Reconstructed Senior Curriculum.

The Curriculum. Circular 2029 ·of 1973 gave details of the new structure for years·11 and 12 or Forms 5 and 6. The Circular stated a firm decision that new courses were to commencie in Fifth Form (year 11) 1975 •. The objectives of the new structure were aimed at overcoming the problems cited by Circular 4, 1969. The new curriculum made provision for the following. (a) A list of approved subjects and courses, Table following: 97. TABLE NO. 1. SOURCE - BOARD OF SENIOR SCHOOL STUDISS

Subjects and Courses Available in the (' . 1 Restructured vurricu ur:i, Fifth ?orm 2 1975

Subject Courses

Agriculture 3 Unit, 2 Unit, 2 Unit A Ancient History 3 Unit, 2 Unit, 2 Unit A Art 3 Unit, 2 Unit Chinese 2 Unit Dutch 3 Unit, 2 Unit :t:conomicG 3 Unit, 2 Unit

English 3 Unit, 2 Unit, 2 Unit A

Farm Mechanics 2 Unit A

French 3 Unit, 2 Unit, 2 Unit A

Geography 3 Unit, 2 Unit, 2 Unit A

German 3 Unit, 2 Unit, 2 Unit A

Greek 3 Unit, 2 Unit, 2 Unit A

Hebrew 3 Unit, 2 Unit, 2 Unit A

Home Science 2 Unit, 2 Unit A

Indonesian 3 Unit, 2 Unit, 2 Unit A .Industrial Arts 3 Unit, 2 Unit, 2 Unit A Italian 3 Unit, 2 Unit, 2 Unit A Japanese 3 Unit, 2 Unit, 2 Unit A Latin 3 Unit, 2 Unit, 2 Unit A

Mathematics 4 Unit, 3 Unit, 2 Unit, 2 Unit A Modern Greek 3 Unit, 2 Unit Modern History 3 Unit, 2 Unit, 2 Unit A Music 3 Unit, 2 Unit A Pastoral Production 2 Unit 98.

Subject Courses

Russian 3 Unit, 2 Unit, 2 Unit A

Science 4 Unit, 2 Unit, 2 Unit A

Sheep Husbandry & Wool 2 Unit A Technology Spanish 3 Unit, 2 Unit, 2 Unit A

Textiles and Design 2 Unit, 2 Unit A General Studies

Note: A proposal for a 3 Unit Course, tentatively named

11 :.:anaeem.ent for Living" which combines strands from Horne Science and Textiles and ~esign, is at

present under consideration by the Board.

Approved Studies may also be available. 99. (b) Three types of courses,

3 Unit - an extensive and/or dept study of the subject 2 Unit - a course preparatory to tertiary study

2 Unit A - a course of general content

(c) Teaching/time allocations of 3 X 1+0 min. periods for each unit of study.

(d) Examination was to be external, based on sixth form

work with a possible examination mark of 50 per unit.

(e) ~leven units of study had to be undertaken in both

fifth and Sixth form. English at least of 2 Unit

value had to be studied in both fifth and sixth form.

(f) Courses of study had to be undertaken for two years.

Prior to Circular 20, the Eoard of .Senior Schoel 3tudies requested the various Syllabus Committees to draw up Draft

Syllabuses in the light of intended changes in the senior second- ary structure, student interests and developments in the subject.

The composition of the Syllabus Committees is given below as a guide to the degree of representation afforded various interest groups.

TAEL::: :Jc. 2. .SOURC.::: - G=CGRA".>f-IY SYL::.,ABUS CO~l-a~TSS :ai.i: H.::: ..;; ;:..:NT A"l I'!..::

Composition of Syllabus Co~mittees

3 Departmental Representatives (1 of which is Chairman)

4 Representatives from Teachers' 7ederation (represent department teachers) elected ench 2 years - not directed sufficiently from membership - almost elected by default in some instances.

l Representative fror.i. Catholic :Zducation System. 1 Representative Headmistress' Association - Private Non Catholic Girls' Schools l Representative HeadF.?:i.sters' Association - Private Non Catholic Boys' Schools. 100.

1 Teachers' Guild - Co-ordinating Body of Private Schools.

2 University Representatives.

1 Teachers' College Representative.

1 Department of Technical Education Representative.

1 Observer from Correspondence School.

1 Observer from School of External Studies - Department of Technical Education.

1 Curriculum Officer as Observer to assist this Committee - largely co-ordinates Committee work.

This development of courses by Syllabus Committees involved several practises which were new to New South Wales. Practising teachers were consulted t6 a greater degree than ever before, both in committee where first drafts were drawn up for dissemination and by provision of discussion and feedback after the draft had bsen considered by teachers in schools. To date there has been no syste~atic surveying of student opinion, or parental and community reaction, to restructuring and new syllabuses.

The concern that a balanced curriculum process should be adopted has led to a careful formulation of aims, goals and objectives in relation to courses offered for study. This in turn has led in Syllabus Documents to suggestions of appropriate learning experiences in relation to these aims,30• and to clari­ fication of content. The clarification of content has been made in ways which enable ready identification of the distinctive concepts involved in the studies, but which offer the opportunity to choose alternative structures or examples at the school level.

For the teacher, choice within the guidelines of the syllabus is possible and attempts are being made by the examination com­ mittees to safeguard students whose examples may not have been those suggested, but are none the less valid. While affective 101. aims located in each syllabus preamble have been refined, it appears likely that the emphasi~ will remain firmly in the cog­ nitive domain of developing undsrstandings and related skills.

These are evaluated by a written, external exan!ination which seeks to assess academic progress at the completion of senior secondary education. It will also continue to serve as a measure of tertiary academic selection.

The Board of Senior School Studies is the expected outcome of a strongly centralised form of educational administration. The senior syllabuses approved by this Board have been applied uniformly throughout New South ~ales and students are assessed by external examination devised by central committees. Since

1972 some flexibility has been built into courses to al:ow for local variations. In the not-too-distant past, many school curricula comprised little more than a summation of subject syllabuses, particularly at the senior level. This often re­ sulted in an inadequately integrated educational programme.

Most syllabuses concentrated on statements of content, and this meant that schools' curricula were based, particularly at the senior level, almost solely on academic considerations, neglect­ ing many important areas of social development.

Fortunately, moves away frou prepared statements of syllabus content, towards the broader yet more demanding framework of curriculum, have begun in New 3outh Wales. There is now a more structured integration of educational objectives, learning experiences, content and evaluation. By using this wider enabling framework, the teacher can make a positive contribution to the constantly changinc elements of ceneral education. The provision of acceptable rationales for the inclusion and retention 102. of subjects in the school curriculum is now of fundamental concern.

With reference to Syllabus Committees, there appears to be the development of some flexibility beyond the constituted structure. More specialist observers are now invited to attend committee deliberations. The co~mittecs canvass the views of teachers, via questionnaires, much more widely than before.

The structure of these committees, however, remains strongly centralized and there are many who argue for a system based on support and partnership in curriculum development and less on provision by 'a~proved' syllabuses.

For the senior secondary student little has changed. Most students undertake five or six subjects for study over two years.

The subjects have not changed and content and directional changes are unlikely to be discerned by the student.

Some modification of matriculation requirements has resulted.

This is as much the work of tertiary institutions as of the

Board. The maximum aggregate for any student is 500, i.e. the bes.t 10 units of study. As well, all universities include

General Studios in the aggregate mark. Mathematics and Science no longer have mark advantages. In this context it is difficult to see the reason or need for 4 Unit provision in these subjects.

Some accommodation of the non-academic senior secondary student was made by the provision of 2 Unit A Courses. These subject courses would have a possible mark of 100, the same as

2 Unit Courses, yet their objectives were more alone; the lines of general education. That this intention was often misread at the school level was made obvious by ~ircular 76, 1976. 31 ·

The Board also made provision in the Restructured Senior

Secondary Curriculum for Other Approved Studies Courses in 1975. 103.

These courses were designed at the school level, of one or two unit value and for year 11 and/;r 12. The school submitted the course to the Board for approval. Hundreds of courses

have been submitted and approved including motor mechanics, drama, community service and physical education. From 1977, students in Years 11 and 12 may take up to six units of Cther

Approved Studies. ~hile the procedure for student evaluation

is subject to Board approval, the process of evaluation is

internal and schocl based. This allows for credit in the

Higher School Certificate examination but not for ~atricula­ tion status.

In 1977, 50% of student mar~s will be by school estimate. 32 ·

The Roard claims that a composite ~ark based on 50;';'.- external

examination and 50% school estimate Vlill provide a more rel:iable

index of student achievement.

Changes in structure, methods of evaluation, syllabus forma­

tion and teacher participation are all moves in the direction

of a more comprehensive senior education sensitive to the needs

of the school and the community. 104.

THE AUSTRALIAN CAPITAL T~RRITORY

Chapter IV of the Report Secondary ~ducation for Canberra33.

concerned itself with curricula. Three recommendations were

made regarding the nature of senior secondary curriculum:

i. "That the college curriculum be so structured as to

emphasise the inter-relationship of student and com­

munity, of study and experience, and between

disciplines.

ii. That ways be sought to promote interaction between

college and community.

iii. That no course of study shall be prescri"ued as com­

pulsory for all colleee students. 1134 •

In arriving at these recommendations the Report made some specific observations about the role of a senior secondary

college. Senior school studies were seen by the Ccmmittee as non-vocational. The role of the technical college was in no

part to be duplicated by a senior curriculum. The favourable attitude of this Committee to the establishment of senior col­ leges was discussed in Chapter I. The Report calls for a learning environment whose rationale recognises the psycho­ logical and sociological influences at work between the ages 16 and 19. The College is consequently seen as providing greater

freedom in matters of attendance when not at class, dress and social behaviour.

The A.C.T. Legislative Assembly, along with the setting up of

the Interim A.C.T. Schools Authority Council, made possible the

disengagement of Canberra schools from the N.S.~. ~ducation

Department. The Commonwealth Teachinc Service, established and

extended in recent years, provided an opportunity for teachers to 105. pursue their professional career in an alternative system. The

Council referred to above also established a Curriculum Branch and the A.C.T. Schools Accrediting Aeency.

The Curriculum Branch is concerned with four main areas:

i. Curriculum development,

ii. Advice and assistance to schools on the evaluation of

courses and materials,

iii. Meeting the needs of the schools in relation to media

production,

iv. coordination of inservice education.

Dr. J. Grant, head of the Branch, claims that:

''Ideally there should be a good balance between system­

wide service from my branch and local responsibility. 1135 •

It is the schools who make the decisions on curriculum and the Branch who helps them realise their decisions in a viable programme. The Branch has at its disposal a Teachers' Resource

Centre, teams of curriculum advisers and consultant teachers.

The A.C.T. Schools' Accrediting Agency had the task of develop­ ing an assessment system with the restructuring of the secondary education in the Territory and the phasing out at the end of 1976 of the N.S.W. Higher School Certificate Examination in years 11 and 12. Negotiations with universities and tertiary colleges have been completed and while reaction is varied, there is general acceptance of assessment procedures and relativity of achievement.

Senior Colleges came into existence in the A.C.T. in 1975. A number of junior high schools, years 7-10, send students to the one centrally based senior college. The buildincs and general architecture reflect the philosophy of the Report; open planning, resource centres, lecture theatres, tutorial rooms and ample 106. student and staff study and communal facilities. These colleges have had the opportunity to pioneer curriculum at the senior level with the added advantage of internal assessment rather than N. S. W. Higher School Certificate.

Colleges offer a wide selection of courses, some similar to traditional high school subjects and some quite new to A.C.T. schools, (see Appendix~). The courses were designed by teachers to cater for student needs; both those who wanted to go on to further study at university or colleges of advanced educa­ tion and those who hope to move into employment in the public service, industry and comillerce.

The courses are divided into units, each one term (12 weeks) in length. ~ach unit is assessed separately and students are able to choose new units each term. The degree of choice avail­ able depends on student interest, teaching resources and time.

Students who are seeking matricuiation need to me8t the require­ ments of the A.C.T. Schools' Accrediting Agency and of individual university faculties. While the pattern for all tertiary insti­ tutions is not firm, a course of studies similar to that outlined below brings matriculation credit from the agency.

A. Depth studies. Major sequences of 5 units in at least

three subjects together with minor sequences of 3 units

in a further 2 subjects.

B. Further units to make up a minimum of 30 units studied

over two years.

Students who are seeking employment after college have no such restrictions. There arc courses in career education and some pre-vocational courses such as business mathematics, report writing and secretarial studies. 107.

There is also a wide range of courses offered which are designed to enrich students' life at the college and afterwards.

These include music, art, drama, craft, sports coaching and technics, e.g. electronics. Many of these courses are student designed and in some cases student tutored, with staff acting as patrons. New courses, both formal and informal, are being developed in response to student interests and teaching expertise. Students are asked to evaluate the effectiveness of courses they take, with the intention of modifying courses in the light of student and teacher experience.

Students are also guided in their choice of courses and units.

The main elements of guidance appear to be

(a) avoidance of too narrow a choice that limit3 the students'

overall development,

(b) choice based on individual interests, ambitions and abili­

ties rather than peer group pressure,

(c) The developLlent of_ an integrated two-year programme subject

to review and modification.

The college day is usually from 9 a.m. to 4 p.m. or later.

~ith use of a block timetable system this allows for a long mid­ day break. During the break students are encouraged to pursue sporting activities, clubs, recreational and cultural courses.

Rules are few and attendance at college is only required for

lessons.

Government of the colleee is a cooperative relationship

between staff, student representative council and a college board.

Community associations have been forced to act as a forum for

opinion and to assist the college. Students are represented on

the college board and attend community forums. 103.

The emphasis in the A.C.T. at the senior secondary level is on individual and collece autonomy, coupled with a realisation of the importance of developing intrinsic motivation by which a person learns. The incentive for conformity to institutional demands wi~l decrease as higher and hieher proportions of young people complete the later years of secondary school with the competitive element of this level of education eliminated. 109. ~ALZS

Atlantic College at St. Donat'~ Castle in South Wales was opened in 1962 as the first of a number of international colleges to be established throughout the worla. 36 · It is designed to offer to selected students, aged 16 plus, of different nationalities and high ability, a two-year course immediately before entry to university. Such a college is atypical of sixth form colleges in

England and Wales. Of particular interest to the author is the unique nature of the curriculuo, especially designed for senior students of ability.

The College has two aims:

1. To foster international understanding through education.

2. To provide a pattern of education specially suited to the

needs of our time.

While the second aim fits into the general aims of education as spelt out in Chapter II, the first aim gives the College its special character.

The distinct features of the College are:

(i) it is residential - no day students at all.

(ii) students enrol for only the last two years of second­

ary education and must be over 16 and under 17½ years

of age.

(iii) the course followed by students leads to an inter­

national examination which would ensure university

entry in nearly any country in the world. (iv) service to the community has a place of honour in the

school ti~etable.

(v) entry is irrespective of nationality, race, religion. J

politics and financial background. The latter is made

possible through an extensive and Generous scholarship service. 110.

(vi) administration of the College is undertaken by a

Board of Governors.

Financial support for the College comes from the British

Government, the Federal West German Government, Foundations e.g.

Ford, trusts, British industrial and financial companies and private individuals.

St. Donat's Castle is an ideal site for an international resi­ dential college for students of pre-university age. The main buildin0s, which surround an ~liznbethan courtyard, contain the essential communal rooms for a large school, including a central dining hall large enough to accommodate staff and students, the main Assembly Hall, and a working and reference library. An old barn has been adapted to make a beautiful theatre and lecture hall.

The adjoining former stables and coach houses accorr.modate the

Art and }:usic .Schoo:!..s. New dormitories, together with Science

Laboratories, a Language Centre and a :1athematics Block have been completed.

Of the 360 plus students, over 40';£ are girls. The students live in houses mixed on a national basis and under the supervision of a married Housemaster or Housemistress. Each student shares study and social facilities with students of other nationalities.

Students are not estranged from their national or religious roots and the staff includes teachers from countries having the largest representation. All aspects of college life are considered as

part of the learning process and considerable planning has gone

into the physical and social environment.

The College year is based on two terms or semesters, giving a

total of 36 teaching weeks, plus one week's project expedition in

the middle of each term. The arrangement has been chosen in part 111. to reduce traveling expenses for students from abroad. The students enter in September and complete their first year in the following June, with a six week holiday at Christmas. Second year students return to college late in July and until early

September the school is half full. Durine this period the transi­ tion is made fro~ first to second year status, and the elections take place for the Students' Council, the Rescue Services, and all other clubs and societies. Second year responsibilities have been fully assumed when the new entry arrives.

An integral part of the curriculam is the structure of the

College day. The basic unit is a 45 minute teaching period.

There are five such teaching or tutorial feriods in the morning with one 25 minute break. After lunch there is a two hour period for activities followed by two teaching or tutorial periods between dinner (tea) and su;por, except on Saturdays. The total number of teaching, tutorial or private study periods available under this arrangement is 40 per week. Of these usually 12 to 15 are available for private study. ~ach evening time is set aside for

Current Affairs lectures, discussions, seminars, and meetings of

College Clubs and Societies. A minimum of four evenings per week must be spent in individual study in special study rooms, House rooms or in the College Library.

Academic Curriculum

All students in the College are prepared for the International

Baccalaureate Examination. This international matriculation examination was introduced in the Academic Year 1971-72. The

Baccalaureate came into being to meet the needs of a growing number of overseas students needing university entry qualifications. It is taken, as is the H.s.c. in N.s.w., on completion of the last two 112. years of secondary education. Its recognition by universities throughout the world supersedes the complex bi-lateral arrange­ ments which the Colle5e itself negotiated in its early years to ensure the university entry of its pupils.

The Baccalaureate offers not only a rational and practical curriculum solution to the long standing equivalence problem at university entrance level, but also increases opportunities for cultural and social integration and understanding within the formal acad0mic programme.

The curriculum and examination are the result of a series of conferences attended by university and Atlantic College teachers over several years. Individual syllabuses are drafted by members of the College staff and submitted to the International Bacca­ laureate Crganization (I.B.C.) in Geneva for approval. P~rti­ cular emphasis is placed on students• independent work and the grov,tn of the capacity to tnink for oneself. There has been con­ siderable development in academic project work within the frame- work of the I.B.o. Curriculu~ developCTent within the College aims to take advantage of the possibilities afforded by the programme, the local environ~ent and the wide range of backerounds of students and staff. Some of the possible advantages of the academic programme are,

(a) the broad spread of subjects consistent with the philosophy

of the College and the educational practise of many

countries represented;

(b) the international content and approach of the individual

syllabuses;

(c) considerable scope for staff and student involvement in

the development of existing syllabuses and the creation of

new ones; ,_,

a

or

as

Level:

Higher

be

B

or Language

Man

Ma,,

subje_ct

Maths

·~-~-

subject)

Level:

€.

of

of

with

6

Maths

also

-·-··

~-

second

second

subject

Language

Science

(may

taken

B

Further Science

A A Music Art Subsidiary Study

Level

Music Art

Higher Study

Group

-si-ngle

--

B

A

----..._..;.-

Level:

cs

ti

--

·Level:

1975 5

ma

--

the

MATHEPJA.TICS

Higher

!1a Group

Subsidiaru

Mathematics Mathematics

---

....

SEPTEMBER

3

IN

al

Level:

t

also

9

<;

Science

one

which

Le•.rel:

Science~

4

·coLLEGE

rcnmen

Knowiedge.

v i v

THE

Studies

Science

(includes

of

Chemistry

replace

Group Biology Physics

Course)

SCIENCE

Biology Physical Physics Subsidiary Marine

periods Higher

Chemistry

Subsidiary

En

Photographic

1975.

Theory

9

ENTERING

and

Lev~:I

be

tal

-.------1------'------....l.------

MAN

~ 9

the

~

Level:

Anthro­

may

Anthro­

Anthro­

Higher

3

OF together

·>

Subject

HANDBOOK,

THOSE

in

ronmen

one

TO

vi

--~--

Th6ught

Studies

taken

Geography

Group

STUDY

Economics

History

Hi

polngy Social

Subsidiar~

Philosophy pology En Level Social Political Geography

Linguistics Economics Philosophy History·

pology Social

course

COLLEGE

a

·'·-··

OFFERED

Level:

taJces

B

Level:

.ATL.A:NTIC

2

SUBJECTS

ar.

student

Group

LANGUAGE

French

German

English

Higher

Russian

Spanish

German

French Chinese

Itali

English

Subsidiary

Russian Welsh Spanish

______

:j

--1,

SOURCE:

every

*

Level

3.

A

*

Level:

*

1

lang,..iages

NO~

required

addition,

as

LANGUAGE

Group

French

German

Higher

English

In

Spanish Danish Italian Swedish

Frer.ch

Norwegian

German

English

Subsidiary

Italian Danish

Pinnish

Turkish* Nor;;egian Spar.ish Stvedish

Dutch*

Other

Polish*

Arabic

Malay*

Hebrew*

______

TAEL.E

------~------r------·------:------:,

.__ 113.

(d) the variety of assessment procedures discourages the

practise of cramming for examinations.

(e) the opportunities given for independent work in extended

essays and projects.

The range of subjects offered at Atlantic College in 1975/76 is shown in Table 3. This curriculum structure is designed to ensure a balance between the specialised study of a small number of subjects, typical of selective senior colleges in England, e.g. Luton, and the reore general approach of the open access sixth form college.

One subject must be chosen from each of the group8,

1. Language A (the student's best language) which

includes a study of world literature in translation.

2. Language B (a modern foreign language).

3. The 3tu~y of Man (social sciences).

4. Science (experimental sciences).

5. !v1athemat ics.

6. Music, Art, or a second foreign language, or a second

subject from Group 3, 4 or 5 or a syllabus submitted

by the school.

It is necessary to take three subjects at Higher Level

(roughly equivalent in standard to G.c.:. advanced (A) level) and three subjects at subsidiary level. All students must also take a common course in The Theory of Knowledge. Whilst a broad range of subjects is achieved by the grouping system, some specialisa­ tion and also freedom of choice is also permitted by the two levels of stuiy, ~igher and Subsidiary. If there are likely to be particular university requirements, a seventh subject may be taken or a subject from eroup 4 substituted for one from group 3. ...

1::::::

Societies

Service

History Service

Affairs

Science

lessons

and

FRIDAY

rampolining

Science

afternoon

Marine Cookery Mountaineering College

ILB Yoga

Badminton Printing

Natural Piano evening Current

!'hot=~=::iphic Esta.te T Sailing Clubs

Surfboat

Newspaper

·-·

Service

Service

Service

lessons

Rescue

THURSDAY

animation

Science

n.:-no

afternoon

ILB Mountaineering Drama College Art Beach Badminton Film

Estate eveninR,

Printing Photographic Social

Pottery

Pottery

Sailing Surfboat

LIST

1972,•

Printing

Service

Music

Science Service

Rescue

lessons

classes

Aid

WEDNESDAY

Science

afternoon

Marine College

ILB

Beach

College Electronics Drama Estate Social Photographic evening Chamber Movement Piano

First

Sailing Soccer Badminton Pottery Orchestra

Surfboat

HANDBOOK,

1--

.....

:;

COLLEGE

ACTIVITIES

-

--.--

Service

Printing

Service

Society

Service

TUESDAY

Rescue

country/ lessons

Tennis

A'l'LANTIC

Orienteer:~

Studies

ILB

Beach

Table College College

Social Estate

Cross

Chess

Cookery Choral Art Badminton Piano evening

Environmental Sailing Social

Surfboat

·afternoon

·

SOURCE:

4•

Service

Service

MONDAY

Science

Service Service

1,...-::<:-::-!'!!:

Rescue

NO.

Choir

Animation

afternoon

Beach

ILB Marine College

Estate

Mountaineering Art Badminton

Photography Tour Piano Pottery

Ne1-1spaper Film Social Printing Sailing Surfboat

Pottery

evening Ccmputing

Social

TABLE 114.

Six 1•5-minute lessons a week are available for Higher Level

subjects and three for Subsidiary Level subjects. To be awarded

the Baccalaureate and Matriculation, a candidate must gain a

satisfactory mark in all six subjects, though some measure of

cross compensation is allowed on condition that a minimum total

mark is achieved. Candidates who do not qualify for Matricula-

tion are given a Certificate of Attainment for individual subjects.

Methods of assessment vary with the subjects. ~ost include

sorre, if not all, of the followinc: written, oral and practical work; extended essays and independent project work; assessment

by subject teacher and formal examinations. A wide variety of teaching methods is employed to suit the n~eds of individual students and particular subjects. Groups range in size from

individual tutorials to lectures involvine sixty students or more.

Emphasis is placed on making full use of private study tine. A short course en study methods is given with the help of second­ year students, a few weeks after the arrival of the new student.

This course includes the following; general academic

organisation, note-taking, essay-writing, and language learning.

Blocked weeks have been arranged at least once a semester to

provide for full morning or whole day work on single subjects.

This arrangement allows for the more efficient organisation of

time both inside and outside the College and enables groups to

engage in fieldwork, visits to industrial sites and institutions.

The Activities curriculum

This programme has been planned to further all-round personal

development, also to satisfy the student'~ desire for social

significance and humanitarian service. (flcfcr to Table 4.) It is an integral part of Collcee life and purpose and is there­ fore compulsory for all students. The objectives of this aspect of the curriculum are:

i. to dc~onstrate that human qualities and interests are

shared irrespective of national and cultural back­

ground. The students learn within their chosen acti­

vities to depend on one another;

ii. to foster the concept of service throu5h the practical

provision of service to the local community;

iii. to encourage artlstic and recreational interests of a

constructive nature;

iv. to promote good physical h8alth.

It is relevant to note that the I.E. Diploma includes a cc~men­ tary on the candidate's contribution in an area of service to the community and requires that all candidates must have had the equivalent of at least one afternoon's experience a week for a year of an artistic or creative activity.

The academic and activities programmes are interwoven and for~, jointly, the basis for students' development. The academic teachers are in nearly all cases also the activities instructors or coaches. The activities are followed as part of the curriculum for a double period between lunch and tea tfonday to Friday. "Sach student chooses his or her own programQe for four afternoons a week, and has one free afternoon for private study or recreation.

On Saturday and Sunday some activities are offered on a voluntary basis. First aid and swimming are the only compulsory activities in the College. ~verything else is a matter of choice within a balanced program of the !Jhysical, the intellectual and the aesthetic. 1~.

There are four ~arts to this programme and each separate activity

is organised by an elected student committee with a member of staff acting as coach.

Part 1. Rescue and Community Service. Beach, cliff and sea rescue

units operate from the College. Training is demanding

and skilled. Studenti maintain, design and make much

of the equipment used by these units. The Community ser­

vice involves social work with youth clubs, old people

and the handicapped. Development of the Colleee property

along arricultural lines is included in this activity area.

Part 2. Intellectual and Aesthetic. Music, Art, ~ra~a and a wide

range of crafts ~ay be taken by students on two afternoons

a week. The emphasis is on the practical applicaticn of

the a~ts to the social and cultural life of man.

Part 3. Sxpeditions and Projects. One week in the middle of each

term is iiven to an individual or group project. It is

for the student to decide on each occasion whether the

project should be intellectual, aesthetic or physical in

nature. The project may be based at College or away from

it. Many projects are pursued throughout the school year

on activities afternoons. Special encouragement is given

to original projects of a technical nature.

Part 4. Games and Sports. These are encouraged for their contribu­

tion to the fitness of students and for their recreational

value. The College lays little emphasis on team games

of a competitive nature, believine that these would absorb

much of the emotional energy of the College to the detri­

ment of the more important community services. 117,.

Guidance and Counseling. The Student Counselling Office, under

the Director of Studies, administers the academic timetable and activities programme of the College and keeps an accurate record of every student's performance in both areas. The coordinating purpose of the Student Counselling Office is·to ensure that the experience and expertise of the staff is immediately available to all students over academic matters, questions affecting their timetables, their university entry problems and their career intentions. "'.very student is a member of a small tutorial group, for whose detailed supervision a nominated staff member is responsible. 3roup tutors, Housemasters, Heads of Departments and the Director of Studies all work closely together and meet fortnightly to revi~w the progress of individual students.

In Review. ~ost international educational cooperation has hitherto taken place at undergraduate or post-graduate level. Today's conditions make it specially important to provide international education in the years immediately before university entry.

Students at this age are old enough to be influenced by national and racial prejudices and to understand the causes of inter­ national conflict. They are young enough not to have come under the intense pressure of specialised studies combined with the concern for their careers which will affect them at university.

The advancing material prosperity of many countries has resulted in a decline in physical fitness and compassion in youth. The curriculum of theCollege is designed to bring about self-discipline,

devotion, imagination, courage and response to challenge. The latter is often that sense of obligation to community which over­ rides self-interest when the issue is important. 118.

While the selection of students, staff and facilities gives a headstart to Atlantic College, it is difficult to imagine how a more integrated curriculum could be designed to serve its demanding and idealistic aims. 119.

CHAPTlrn IV.

\ I 1. K. McGrath, State Sixth Form Colleges, ~here, July,

1973, P. 207. 2. 16+ in Harrow. London Borough of Harrow, Education

\ I Department, General Philo~ophy, P. 3. 3. Itchcn Colle-re Pros-oectus. Hampshire Education Cor:1- mittee Southampton Area, I Purpose of the

I College, P. 3. 4. Havant Colleec, Information Booklet, 1976, Section - Courses of Study. 5. 16+ in Harrow, op. cit., P. 30. Stanmore Sixth Form College. 6. Appendix Bis taken from Harrow ~eald Junior College Information Booklet 1976-77. 7. Appendix C is offered as a sample of curriculum in open access sixth form colleges. This curriculum at Havant College uses terminology (main studies, foundation studies, commur.ity · studies) which may have other names in similar

colleges, e.g. academic core, extension studies and liberal er general studies. 8. For example at Preston between Preston Junior College and Harris College (F.~.). Also, some degree

of cooperation and eventual fusion between Shine Junior Collece and ~wickenham College of Technology. 9. Appendix D Lowlands Junior College - General Studies.

10. 16 Onwards London Borough of Richmond Upon Thames. I College Education 1976, Thames Valley College, P.26 120. 11. Report of the Committee Appointed to Survey Secondary

Educat i.on in New South "!ales, (';'!yndham Report), Introduction. 12. W. Hannan. The Bulletin, Feb. 12, 1966.,, Article '' 'Hil -1 t.h p ·•tyndham__ .Pl_a n ,_,J or}.~.

13. P. F. Drucker. The landmarks of Tomorrow, Heinemann;

London, 1959, P. 87 14. ibid.,?. 91

15. op. cit., :?. 92 16. Dr. H. s. ~yndham, address to Australian Institute of Political Science, September, 1960, entitled,

The Need for 8han~e.

17. Wyndham ~eport op. cit., P. 72 18. ibid., P. 72. c.f. Recommendation No. 2

19. Wyndham, The Need fo~ 8hance, op. cit., ~. 8

20. ~yndham Report, op. cit., P. 72, Recommendation No. 8

21. ibid., ?. 72 22. Daily Mirror 1969 April. Schools graded by examination results. 23. Board of Senior School Studies, Circular 4 (E2/69/9) 20 March, 1969. 24. ibid., P. 1 25. ibid., P. 1 26. Board of Senior School Studies, Circular 20, F.2/73/40 19 November, 1973. P. 2 27. Board of Senior School Studies, Circular 21, -S2/69/4L~ 10th Nove~ber, 1969. 28. ibid., P. 1 121. 29. Board of Senior School Studies, Circular 20 E2/73/40 19 November, 1973. Appendix F~ 30. Geocraphy Syllabus and Notes on the Syllabus, Board of

Senior School Studies, 3 October, 1973. A complete section PP. 17-39 is devoted to sueeestion about learnine procedures and

content clarification. 31. Board of Senior School Studies, Circular 76, ~2/76/96 October, 1976. 32. Board of Senior School Studies, Circular 84, ~2/76/105 November, 1976. 33. Secondary Education for Sanberr3, Report of the Working Co~~ittec on Gollege ?ropocals for the A.C.~.,

Aust. 3ovt. Publishing Service, Canberra, 1973.

34. ibid., P. 53 35. Dr. J. Grant in Education A.C.T. Number l. February, 1976. P. 7 36. The material for this section is based on the author's notes after a visit to the College and two

publications:

United ~orld College of the Atlantic, 1975 and Interact - The ~ducational Journal of the United World Colleges. 122.

Achiovernonts and Possibilities

Curriculum development consists of asking awkward, fundamental questions about teaching and learning and then struggling to find answers to these questions. 1. The first of these is an aims and objectives question. Put simply, "'Shere are you going?" The second concerns the teaching and learning process of ~othodology and content. How do you got there? Thirdly, how can you tell when you have arrived? This involves a scheme for evaluation and assess~ent of both process and product. The last question includes consideration of the modifications necessary as the result of experience and possibly

failure.

This Chapter will take account simultaneously of both achieve­ ments and possibilities for the future, in the framework of the questions above.

Central to all aims and objectives is the availability of senior secondary education to all youth aged 16 plus who have sufficient ability and interest to benefit from it. In Chapter III

consideration was given to the ?hilosophical Rationale for senior

education. ~quality of opportunity is probably best achieved by

a system of open access as in ~ngland. This enables students,

irrespective of their academic background, to continue their educa­

tion after 16 years of age. In both N.S.~. and the A.C.T.

students are required to reach a certain standard at the completion

of year 10 before they can undertake senior school studies.

Atlantic College and selective sixth form colleges in England arc

for the acadc~ic elite. Since no provision for the non-academic

in international education and sor.'.e Local ~ducat ion Authorities

in En0land is available, equality of opportunity as a basic assu~ptiun is dsnied. 123.

One method of integration might be to structure courses so that students might elect, ns in the A.C.T., a matriculation procrammc or otherwise. In England, the system of external examination (both the Certificate of Secondary ~ducation, C.S.E. and the General Certificate of Sducation, G.C.E.) has led to a standardization uf the basic course content in many areas. As a result, teachers of examination courses are required to follow a curriculum which will prepare students to cope with these examinations. The situation is the same for all courses other than approved studies in N.S.~. In the A.C.T. examinations are formulated at the school level, leaving each college the latitude to desi0 n such courses and assessment procedures as will ~eet the current needs and interest of the students. The A.C.T. system does permit ~ore creative and varied approacncs to th~ curriculu~.

Students of varied academic back5round are afforded a ranee of courses relating directly to ability, needs and interests. A· certificate, awarded on successful completion of a minimum of required courses, gives all students a better chance of obtainine a good job. Another possible form of open access is to structure senior colleges in such a way as to allow for very free participation by people who are working and studying on a part-time basis. This would mean, of course, that the com~unity would need to be willing to provide for continuing study whilst also allowing for employment. When planning programmes, colleges could t~~e the long-term view of fluctuations in employment opportunities and along with employers, give consideration to flexibility of both working and collcce hours.

The only comparable scheme encountered by the author was 12l~.

Project Trident at Havant Collece in Southampton. This combines

work experience with conmunity service and studies. Although a varied programme, it does not allow students to hold a paying job.

The three weeks of work experience are purely educational. The responsibil~ty of a job may well imbue students with an

increased sense of self-worth and achievement which could fill an important gap for those who have not attained academic success

in the classroom.

Besides allowing for the students to have greate~ participa- tion in the community through work an~ still continue to be students, greater rarticipation by adults in college studies could be considered. ~uch of what is taueht at this level would be appropriate for a very large proportion of the older members of the community. ~resent trends indicate an increased demand for

education, not only for specific tasks or occupations in the sense of vocational trainine, but also in the sense of people opening

up their lives to a broader experience of life through a froera~me

of general education. The participation by such people in the

classes with 16 to 18 year olds could_have a very significant

effect upon the nature of the work in those classes and contri­

bute to the mature development of the youneer students. This would

be in sympathy with the aim of secondary education in N.S.~. which

calls for:

''Individual development in the context of society through

rccocnisable stages of develop~ent towards perceptive

understanding, mature judgment, responsible self-direction

and mo:ral autonomy. 112 • 125.

This aim in the context of an open access college calls for a

more tolerant attitude by authorities within the school and the

community. Youne people in colleges arc within a year or two of,

or have attained, formal adulthood. As such they should be treated as young adults. N.s.~. high schools and private schools often

treat senior students, particularly those with alternative ideas, as junior secondary disciplinary probler.i.s. In Atlantic 8ollege and some ~nglish colleges there is a real attempt to give mature

direction to their educational activities, and assistance by way of counselling to ma1:c the transition from the protected envil'On­ ment of the schools to the 1.1ersonal freedorr. of er.i.ployment or tertiary educcttion.

The second question re~atine to tcachins and learning pro-

cesses concerns the forreulation of specific subject objectives and course outline and/or content. Writine about educational

1.nnova• t ion• in• an H.USt,ra. • -'- 1 ian• convex'- t , "·r, "I..• .:::::asseTC t 3 • suece:sts there are three types of innovative influence; knowledge, re-education and power. Basset claims that while new knowledee is an obvious basis for change, it is not sufficient in itself to assure change.

Knowledge as the basis for change depends on the existence of an adequate research and curriculum development programme. Re­ action to the course devised may be one of admiration for the

efforts of part-time members of a pleasantly diversified commit­ tee.4· But the admiration may derive fron their performance

within the severe restrictionc of the framework within which they

work. A positive achievement in the field of curriculum deve:op­

ment, is the particifation by teachers and others in course formu­

lation in Australia and England. ~ith the exception of Atlantic

College in Wales, members are not freed from their regular duties 126. for protracted periods of curriculum review and renewal. Assist­ ance from instrumentalities, i.e: State DepartMents and Local

Authorities, is often minimal. Secretarial assistance is rarely available. Little evaluation of new cources is undertaken except on the initiative of particular teachers.

A significant brcakthroush in curriculum development in South

Australia5• was achieved in 1973 when teachers from schools serving on curriculum committees were appointed on a 1/lOth time basis. The remaining 9/lOth cf their appointment was within a school. Teaching loads were adjusted accordingly and in practice all teachers were available for committee meetings, workshops and research on a set afternoo~ a ~eek.

Another development appropriate for senior colleges is the extended workshop. Here the whole coEmittee is able to spend a great deal of uninterrupted ti~e concentrating on the one tnsk rather than working under less satisfactory conditions. Aiso the opening up of curriculum planning and evaluation to participa­ tion by students themselves (e.g. A.C.T.), in decisions reeard­ ing what they will be required to learn, indicates another important area of social change in teaching and learning ~ractise.

Bassett's second point concerns the re-education of teachers.

Teachers' perception of new courses strongly influence the likelihood of success in achieving meaningful change. While there has been in-New South ~ales a tremendous amount of unstruc­ tured comment6 • there has been little by way of a systematic survey of teachers' opinions. Discussion with teachers in

Australia and ~ngland reveal substantial minorities who do not believe that there has been any clear increase in curriculum

flexibility. 127.

Teachers are, however, becoming more professional and demonstrating a greater sense of responsibility for the education of all children. This is not a sense of responsibility in terms of feeling obliged to teach a prescribed course7 ·as well as pos­ sible. It is a sense which questions the very assumptions of such courses. Thus, increasing numbers of teachers are asking about the psychological development of children and the implica­ tions for all aspects of the educational system. 8•

This e~er5ont professionalism is a very delicata thing. It requires nurturing and defending 3Gainst extrem~sts. It also requires that curricula innovations be acco~panieJ by related inservice education. ~he Karmel Rcport9 ·supports the view that the teacher is the crucial person in the rrocess of curricular innovation. B~cause development of courses at the ~cnior level often follows broad outlines with amp~e opportunity for adapta- tion and variety at the school level, in-service education ii essential.

Teachers have becone more sophisticated, less willing to accept ideas simply because they are labelled as 'innovative' or

'old' or 'experimental'. Many, too, realise the inadequacy of their own teacher training as well as the deficiencies of the various back-up services. Although teachers no longer want to be told what to do, they do want the-guidance and encouraecment necessary to make effective at the workfac~ the objectives of courses designed by their colleagues.

Bassett's third influence on curriculum change is power. The concept of power as a force includes the common use of authority and influence by Eoards, Authorities (L.~.A.'s), Co~mittees,

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Groups (Teachers' Federation), Parent Groups and the Community.

The Department of Education. and Science in England has for several years allowed Local Education Authorities to interpret Educational

Legislation in the local context. Her Majesty's Inspectors and

?ducation Afvisors are seen by teachers to be guides, friends and philoso~hers rather than the long arm of the law. Atlantic

College in ~ales has given staff the opportunity to devise courses with a particular international flavour. In the A.C.T., schools have been encourazed to develop curricul3 suited to the needs and aspirations of students. In N.S.~. the Board of Senior School

Studies, while still acting as final arbiter, has extended authority and freedom to syllabus com~itteos.

In 1974 in N.3.~. the De~art~ent of ~ducaticn published a 1r, report "The :om~unity and Its Schools." v. This docur.:cnt wo:.ild have allowed the community a forum to comment on curriculum and education generally. The pressure group most active in its opposition to this proposal was the N.S.~. Teachers' Federation.

While teachers continue to hide in a system with little or no direct accountability to the immediate community in which they teach, curriculum development will be a lopsided process.

The third question asked at the beginning of this Chapter con- cerns the problem of assessment. This assessment can be of the student, the teacher or the process. One achievement for senior secondary education is the process of internal assessment of students in courses not required for matriculation. Table Ro.5 lists subjects acceptable for matriculation by universities.

These subjects have external examinations. Recent moves by the

Board of Senior School Studies in N.S.'.','. to nllow schools 50:,j 129. of evaluation for matriculation subjects points to a recognition of the improved professional status of teachers and a softening of attitude by universities. Much of what is wrong with senior education is blamed on external examinations. Yet it is the author's view that some form of external moderation is necessary and that much of the energy being used denouncing examinations could be better spent exploring techniques for adequately test­ ing syllabus aims and objectives rather than stated content.

~valuation of curriculum in terms of teachers, syllabuses and strate0 ics has received little C8nsideration in Australia and

~ngland. ~his process of evaluation is necessarily li~~ed to the last question conccrninG modification. So much attention in both c0untries has been given to curriculum development at the level of ai=s, objectives and syllabus, that little educational energy or time is left for evaluation and modification. It is the intenticn of colleces in Canberra to evaluate courses with the aid of students.

A problem associated with the process of evaluation and modi­ fication is the multiplicity of committees and organizations whose purposes and activities appear to overlap considerably.

In N.S.W. alone there are Syllabus Committees who are respon­ sible to the Board of Senior School Studies, there is the

Departmental Directorate of Studies and the recent emergence of a National Curriculum Development Centre. Furthermore there are a variety of teacher organizations, professional and industrial, business and labour interests as we~l as parents and community.

It is reasonable to assume some degree of indecision about the wisdom or otherwise of many of these sroups setting up processes of evaluation. One thine that is clear is the very real need 130. fo~ a more adequate system of communication between these orc;anizations.

Curricula, be it school based, subject committee based or imposed from above, is probably best evaluated by a team of professionals skilled in the process of evaluation and modification. If this team were outside the syste~ where the curricula were being implemented, then vested interests would be minimal. Such a group in Australia would be the National

Curriculum Devclopnent Centre.

Use of a samplinc process similar to that tried and refined by the national Assessment of "Sducational ~roeress (N.A.~.P.)

Unit in the United States would overcome so~e of the suspicion and op~osition surrounding Departmental and teacher/committee based evaluation procedures. The methodology would be condi- tionecl by th,:; natur·e of the particular curriculu:n, its lccale and the people i~volved. Such a process might sa~~le the degree of consensus with stated curriculum objectives. ~he saEe sample group could be asked to give its subjective assessment of how satisfactorily each objective was being rea~hed or achieved.

Th e USe O f a tvaXonomy SUC h as Bl OOID I S ll. WOU ld aSSlS. t ln. t eSvlng+ . the aims of syllabuses which are often stated as general qualities and attitudes.

Any modification of senior curriculum will require change in somebody's role. ~ither more is demanded or less is required.

This chanee or development requires collaboration between the decision makers and those involved in implementation at the level of the classroom. It is a1so iml)ortant that students, parents and com~unity be involved as much as possible, so that they, too, 131. understand the nature of any changes in the curriculum and the

~ethods being employed.

While curriculum development at the senior school level will, and needs to be, an on-going process of evaluation and modification,

"You wou1d know that the essence of true education is

timelessness. It is souething that endures through

changing conditions like a solid rocl: standing squarely

and firEly in the middle of a raring torrent. You ~ust

know that there are some eternol verities, and the sabre­

tooth cu:rriculu:1 is one of them. 1112 •

i. Provision o~ a:en access coneral education at senior

secondary ~GVC..i.." ' lS. a commendable aim. ~owevor, availa-

bility of resources, capital and teaching, inhibit the

practical implementation of this aim. The result is

often a compromise which is hard to justify in educa­

tional terCTs for the academic or the non-academic.

Authorities nay have to rationalise the educational pro­

vision at this level. Technical Colleges in Australia

and Colleges of Further Education in ~ngland could pro­

vide a eeneral education base for the students who seek

specific vocational courses.

2. ~hile a good deal of hard work and worthwhile change in

curriculu::i has taiwn place at many levels in the senior

schoul, tenchors involved in implementation are often

unable to accommodate the change. Careful consideration

should be given to in-service education so that aims and objectives become a meanincful part of classroom procedure. 132.

3. Community participation is often seen by the professional

educator as an intrusion. The result of this perception

is to keep the community out of the educational forum.

While curriculum decision may woll remain with the

professionals, is it not possible to make these decisions

against a background of community comment and interest?

4. All chan6 es and non-changes in curriculum require evalua­

tion and possibly modification. The National Curriculum

Jevelopmcnt Centre could well address itself as an

objective and qualified body to this neglected task of

progressive evaluation. T33.

1. D. K. Wheeler, CurriculuM Process, University of

London Press Ltd., London, 1967. Ch. 2. 2. Aims of Secondary Education in N.S.~., ~ovember,

1973, F. 11

3. G. r_r. Bas3ett, 11 8han:o;e in Australio.n ~duc3t ion", Australian Journal of ?ducation, Vol. 15., No. 1, ~arch, 1971. ?P 47-49. 4. c.f. Table ~o. 2. Chapter IV for ccmp0sition of N.S.~. Syllabus Committees.

5. L. ~rancis of Adelaide C.A.~. made these co~monts in a lecture to Geography teachers at a National Conference in ~ueens:anc, 1973. r mi - t. '~ 1· ?" T , ---7r n, t .. I o. __ 10 ..:3u::..l.e in. .,_:; .·.ay, ..... o ,.,une,,, J...;;) o. ;-.u.s ra.1..:::.a s =Jucation Scandal. ?ctcr Samuel.

7. Consider the £,opularity of "C·ther Appro·,ed Studies

Courses" in l-;.S.'.!f.

8. Dr. J. J. Jacks0n, Principal of Havant College in

Southampton was conducting a research project with the help of other staff members. Title:

"A proposal to research into learning difficul­

ties across the ability range among 16-19 year

olds. 11

9. P.eport of the Interim :::::ommittee, Chairman: P.H. Karmel,

Schools in Australia, !-:ay, 1973, Aust. Govt. Publishing Service, Canberra, 1973. Chapter Fostering Chance. 134.

10. The Community and its Schools; 2e~ort of the review

panel ap~ointed by the Minister for ~ducation

Chair~an: J. Buggie. Sydney, 1974.

11. B. Bloom, et al., Handbook on Formative and Sumnative

~valuation in Student Learnini, Now York,

McGra~ Hill, 1971. I / 12. EarolJ Benjamin, The Sabre-tooth Curriculu~, frorn R. Eoo per, ( ed. ) , '!'he Curricu1. u!YI: ::::ont c:xt,

Jcci~n and ~eveloprnent. ~liver Boyd,

~~dinburgh, 1971. 135.

Pat;e A. List of Sixth Form Colleges in ~ncland, 1974 136 B. Cur1·iculum Planning Advice for Students. 138 Harrow 1:'!ea.ld Junior Collage Handbook

C. Courses Available Havant College 1976-77 139 D. General Studies Electives Lowlands Junior Colleee 141 Sample of Course ~lcctives, rhillip Colleee,

f-1..C.T. 143 F. ~oconstructod Senior Seco~dary Curriculu~,

Circular 20, 1973 144 136.

APP~NDIX A: SOURC~ A3SISTANT MAST=HS' ASSOCIA~ION R.i:;P0RT - I>:Ci:::-I:S:::~~, 197!~

List of Sixth ~orm Collc~es in Operation at September, 197/r•

L.-:::.A. Nc1.me of Collo'!'.e Bedfordshire Luton Sixth Form College

Cambridgeshire Hills ~oad Sixth Form College, Cambridge Long Road Sixth Form College, Cambridge

Cheshire Widnes Junior College

Cleveland Prior ~ursclove Sixth Form College, Guisborouch Bede Sixth Form Collog3, Billingham South Park Sixth For:'.l1 College, Normanby Stockton Sixth Form College Acklam Sixth ?orm Gollcge, I·!iddlesbrou,'.:;h Marton Sixth Form College, MiddJesbrough St. Mary's Sixth Form College, Middlesbrough

Clwyd Yale Sixth For:'.l'l Collesc, ~rexham

Cornwall St. Austell Sixth For~ College

Durha:rr Queen ~lizabeth College, Darlington

~ssex South ~ast :ssex Sixth Form College, 3cnfleet Palmer's College, Grays

Ha:'.l'lpshire Queen Mary's College, Basingstoke Brockenhurst Collece Tatton Colleec Peter Sy~onds College, Winchester Barton Peverell College, ~astlcigh Itchen College, Southanpton Richard Taunton College, Southampton Southampton College Farnborough College Price's College, Fareham Havant College

Harrow Stanmore Junior College Lowlands Junior College Harrow ~eald Junior College ?inner Junior College

Hereford and Hereford Sixth For~ College '.'!ore est er John Leccott College, Scunthorpe Humberside ~heelwright Coll~gc, ~ewsbury Y.irkleos GreenheaJ. Colle0e, IIuducrsfield Huddersfield College King James•~ Collecc, guddersfield 13,7.

L. ~- .1.\. Name of College

Lancashire Runshaw Colleg~, Leyland Blackpool Collegiate School

Leicestershire Rutland Sixth Form College, Oakham tfort:i Tyneside Rynereouth Sixth ~orm College North Yorkshire Scarboroueh Sixth Form College Nottinghamshire Billborough Colloce, Nottingham High Pavement College, Nottineham Forest Fields College, Nottingham

Oxfordshire Henley Sixth Form College Richmond upon Thames Valley Sixth Form Colleee, Twickenham Thames Shene Sixth Form College

Rotherham Thomas ~otherha~ College Salford Pendleton Collece, Salford ~lles~8rc ~ark Junior CollEgc, ~ccles

Sandwell Smethwick Colleee Rowley Regis Colle~e

Solihull Solihull Sixth Form Colleee Staffordshire Stcko-on-~ront Sixth :arm College Surrey Farnham College Goda~~ini Sixth Form Colleee

Warwickshire King ~dward VI College, ~uneaten ','Jest Sussex Wortnins Sixt~ Form Coilege ,., . iJ..gan St. John ~igby R.c. Sixth ?orm Collc~e, Crrell 138. APPENDIX B. EXTRACT FROM HARROW WEALD JUNIOR COLLEGE· HANDBOOK

Curriculum Pl

At your initial interview your sixth form course was

planned. However, it may have been necessary to see you again

in August to discuss any changes which needed to be made

following the publication of the June examination results.

Thus your academic programme will as far as possible have been

tailored to your individual needs nnd will consist of either

a full 'A' level course, a combination of 'A' and '0' level

subjects, or an '0' level course.

Should any change be necessary within the first half

term we would rather you be frank about it and talk with your

Set Tutor, subject teacher, careers staff, or Director of

Studies, because, clearly, to persist with a course of studies

in which you are not going to succeed is wasteful in every

respect.

It may well be possible to change your course at the

beginning of term, or even during the early part of the first

term. To do so, consult your Set Tutor, the Head of Department

concerned as well as your Car~ers Adviser. When a decision

is clear, meet the Director of Studies to finalise the matter.

If you get worried about your work, consult staff early

rather th~n allow things to drag on. Remember that many 'A'

level students go through a difficult pntch about half way

through the first term, so be determined to \rnather the storm•.

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Latin Pure/Applied Pure Sociology

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Economics

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LEVEL

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London

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(Trnd)

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Economics

year

subjects

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Geography Biology English History Che~istry Religious

Physics

Biolo1rY Physics Physics-tii

Drama Hol:le

Technical

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Art

Secretarial: I l~-1. LOWLANDS ,Hmion COLLEGE. / 0 -; ,,· / ,' -- I .-e- ·-- - -- I I , ., I ·.1

GENERAL STUDIES.

_!.JOWER filXTH._

lvffi.DOOO-E vtl th MR.POOLE & MR.SHEPHERD. MONDAY, 6, 7, G. COURSE: DO IT YQURSELF. ( or iio;-; to look nfte r your mm flat) • The ba.sics of deoornting, nooiv1orl: (shelves., furniture., repair) olectrical ,tlring, pluabinc.

MAX. Nunbor: 15

Itffi. DODG-Z. UEDNESDAY, 3, 4, 5. COURSE: YO~R SOCIETY & YOU. Social aspects of society including National e; Looal G-ovornr.ient, Socinl Problor.1s, You and the La~1, Trado Unions, Health Services, etc.,

Me.x.Nu.-:1ber: 30

MR. GU~ l!OTJDAY, 6, 7, G. COl..rtSE: COi1IPUTER STUDIES. A generJ.l intro c1uc ti on to the nn. ture and use oi' o onru ter.G. Dovoloprnmt of roazon...1.ble proficiency in ;Jri tine, testi:tlG .:md runninc progrnr.Jlao, usine; t.'-10 progrn.r.ir.d.ng langun.ce "BA.SIC". The Collo5e tr['.s the uso of' an on-line terr.rin... tl connected by G.P.O. linn to tho Opon Univorsi ty ti:;.io sl.w.ring oouputor systom.

Max. Nwnber: 12

MRS.ISAAC WEDLESDAY, 3, l1--, 5. COURSE: SI:_EAKING- YOUR M~ The aim of the course is to help students express themselves in f'ront of o-thor peopl~1 nU,hout f'eo.linc­ nervous or self-conscious. Practice r::i.11 be given in discussion. into~oHs, tolephone conversations, votes of thr:1.:_,, corn.tl ttoe neetings 1 short till-:s, reading minutes and so on.

1iaa.Nunbor: 20 /7 7 (/ f A·,.,-~·»r-.,rv J (,..on+-1 ') I J-\_ .J.. ..l , , J - : . • V _. l• \A. - 11+2.

Upper Sixth MRS. BROPHY Tucsdnu,_1, 2 & 3. COURSFj: Coo%ery To be sui t~d to the requiret::ents of the students. It is envisaged dividing into b':o '~Toups:- 1. Basic Cookery~ includinrf. b::.sic recipes and me~.l planning. 2. Advanced Cookery: for students with rmme knowledge nho ·,rould be encouraged to ex:pe1·iI:1ent ~:i th more unusual dishes e.g. Continental, Cordon Bleu. Max. No. 15 MR. BURT Tuesday, 1, 2 & 3 COURSE: :Modern Drama A nur:iber of modern plays ~1ill be read by the group and if the group so wish, selected scenes may be acted. Max. No. 20 M!h,_GLAZIER Ttte::dcw, 1, 2 & 3 COURSE: Computer Studies A general introductior. to the nature and use of computers. Development of reaaom.ble proficiency in wri tine;, testing and runnin;- prograr'.lITles usin~~ pro-gTam.'11.ing langu:3.e;e "BASIC". The college has the trne of an on-line te:r:-:iinal connected by a G.P.O. line to the Open University's time-sharing computer system. Max. No. 12 l.lRS • GRUNDY Frida;yJ, 2, & 3 COlmSE: Library Oreanisation The practical aspects of day to day running of the snhoo] J ihrcw:y (ordering, clo.ssifyinc, indexing etc.) The purpose o.:~ the course is to make the ::iechr...nics of runninc; a library more obvious to everyone, with a view to their more efficient use of its facilities. Max. No. 10 MR. HODSON Friday 1 1 2 & 3 C01ffiSE: A (}oographical View of Society This will deal \d th topics such as "Torld PoF1lation and Food Supply, the growth of large cities, pollution, the suppl,v of energy resources, frontiers and boundaries etc. As part of the course, a series of sioulati:ms and geographical ~~ames will be attempted. Max. No. 16

MR. J ACKSOH & 'l m. KLIMKO ~esdns 1, 2 & 3 COURSE: Of fossils and of man The origin of life on the earth and pre- Cumbrian life ·,'."ill be considered first. Occurence and prenervation of fossils. We follo"'i th,1 evolution :is evidenced by invert brate fossils, some rrill be dealt uith in gr8ater detail. Brief look: at back- bone animals, then origin of man and recent findings in anthro- pology. A visit to i·fntural }Iistory Huscnm. l'-.1!:.'.:tx. :To. 15 lffiS. J/1.CUBO'"!SKA Q'iday 1, 2 & 3 ~HTil.SE: "Fasr-..ion Know-hovr" Open to all students. Dress - be[;i.nners or experienced. Alterations - ropa:i.rs. Embroidery - colla0e, appliqne, m"!.chine. Soft furnishing. Toys. Lar.p:ih:ides. Uax. No. 16

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F!;iiA iE ADDRESS ALL MAIL TO: BOARD OF SENIOR SCHOOL STUDll:S ,... SOX 7071, G.f.O., Seloornc Ch.unbers. SYDr.icr. r.l.S.W. 2'JOJ 174 Phillip Street, lELf.GRAFHIC ADDR<>>: SCHOLAk STDNH Sydney. ANO QUOTE:·---- .. ------·--· Telephones: 28 5781 281331

E2/73/40

19th November, 1973

MEMORANDUM TO SCHOOL PRINCIPALS (CIRCULAR, 20, 1973)

RESTRUCTURED SENIOR SECONDARY CURRICULUM:

HIGHER SCHOOL CER'rIFICATE CHANGES

Memorandum to School Principals (Circular No. 4) of 20th March, 1969 announced that the Board of Senior School Studies was conducting a review of the senior secondary curriculum. The principal objectives of this review were:

(a) to introduce courses differentiated in terms of purposes and interests of students, rather than in terms of levels of ability:

(b) to remove the present linkage of Mathematics and Science;

(c) to overcome the anomalies arising from the practice of concedinq passes from one course to another;

(d) to give some reality to the ideal of parity as among subjects.

From time to time, the Board has advised of developments and changes in the restructuring scheme in various Circular Memoranda. These are:

1969 - 4 (E2/69/9) 20. 3. 69 - 11 (E2/69/20) 6. 6. 69 - 21 (E2/69/44)* 10.11. 69

1970 - 5 (E2/70/14) (para.7) 19. 6. 70 - 16 (E2/70/40) (para£}) 16 .11. 70

1971 1 (E2/71/6) 4. 2. 71 - 16 (E2/71/49) 17.11. 71

1973 - 3 (E2/7 3/7) (para. 1) 27. 3. 73 5 (E2/73/14) (paras. 4 & 5) 4. 5. 73 9 (E2/73/20) (para. 5) 25. 7. 73 13 (E2/73/27) 16. B. 73 15 (E2/73/29) 12. 9. 73 * Important document. Although the commencing date for the restructured course was postponed on several occasions there is now a firm decision. NEW COURSES COMMENCE IN FIFTH FORM - 1975 AP~ENDIX F. RZSTTIUCTUR~D SSNIC? S~CO~DARY CURRICULUM. 145.

2.

E2/73/40 Structure of the New Senior Curriculum

The restructured curriculum is organised on the basis of units of study, as follows:

3 periods/week count as l unit of study with a possible examination mark of ~iO

Each student shall be required to follow a programme of study involving:

{a} at least 11 units jn Form 5;

(b) at least 11 units in Form 6; and

(cl 2 units of English in Fifth Form and at least 2 units of English in Sixth 1-'orm.

Names of Courses

(a) Courses are named as follows, in each subject (save in Mathematics and Science):

3 Unit Course - a course offering suitable preparation for the study of that subject at tertiary level, as well as deeper and more extensive treatment than in the 2 Unit Course to cater for the needs of some pupils in that subject.

2 Unit Course - a course offering suitable preparation for the study of that subject at tertiary level.

2 Unit A Course - a course of more general content than the , Unit Course suited to the needs of Fifth and Sixth Form students but not leading to further study of that subject at tertiary level.

All types of courses may not be available in all subjects. It is the Board's contention that all new courses should stand in their own right; that none should be viewed solely as preparation for ter~iary study.

(b) In Mathematics there are four courses:

4 Unit Course - a course defined in the same terms as the 3 Unit Course in other subjects.

3 Unit Course - a course leading to further study of that subject at the tertiary level, e.g. Science, Engineering.

2 Unit Course - a course suitable for those whose tertiary studies require some mathematical understanding, e.g. Medicine, Economics .

. 2 Unit A Course - a course for those not proceeding to · tertiary studies in, or based on, this subject. APPENDIX F. R:SSTRUCTURvD ST-;NIOR SECO~IDARY CURRICULUM 146. 3.

E2/73/40

(c) In Science there are three courses:

4 Unit Course - a multistrand course (involving the study of work from at least three scientific disciplines) offering suitable preparation for scientific study at the tertiary level. The course will contain Physics and Chemistry together with either Biology or Geology.

2 Unit Course - four separate syllabus content statements (Physics, Chemistry, Biology, Geology) are available each of which can be taken separately as a 2 Unit Course in Science. Any TWO of these make up a study of the 4 Unit Doublestrand course.

2 Unit A Course - a course in Science of more general nature suited to the needs of Fifth and Sixth Form students but not leading to further study of that subject at tertiary level.

N.B. A list of the subjects and courses available in the restructured curriculum is enclosed.

I.ength of Courses

Syllabuses are designed for courses giving credit for the following number of units:

COURSE FORM 5 FORM 6

All subjects other than those listed below:

3 Unit Course 2 3 2 Unit Course 2 2 2 Unit A Course 2 2

Mathematics:

4 Unit Course 3 4 3 Unit Course 3 3 2 Unit Course. 2 2 2 tlnit A Course 2 2

Science:

4 Unit Course 4 4 2 Unit Course 2 2 2 llr.it A Course 2 2

General Studies 1 1

Approved Studies To be determined. APPENDIX F. RC:STRUCTURED SSNIOR S:SC0NDA:~Y CURRICULUM 147. 4.

E2/73/40

There are three restrictions, other than those mentioned above,placed on the choice of courses. They are:

(a) A student shall not study in either Fifth or Sixth Form, Science courses carrying more than a total of 4 units;

(b) A student who studies Mathematics and Science in Fifth Form which together total 7 units must study THREE other subjects; for example:

COURSE FORM 5 FORM 6

Mathematics, 4 Unit Course 3 4 Science, 4 Unit Course 4 4 English, 2 Unit Course 2 2 French, 2 Unit A Course 2 - General Studies 1. 1 rr rr (c) A student must study a minimum of FOUR subjects in Sixth Form.

Nc·w Subjects

Some new subjects are included in the restructured curriculum, e.g. Modern Greek, 3 Unit and 2 Unit Courses, and Pastoral Production, 2 Unit Course.

~ggregate

Although it is not the Board's function to determine the means by which aggregate marks are calculated for the purpose of the award of scholarships or the determination of matriculation, it will advise the authorities concerned that, in its view, their aggregate should be based on the scaled marks for each candidate's best 10 units.

Matriculation

The Board is hopeful that universities and other tertiary institutions will so0 deterJ11ine their matriculation requirements as to enable students to choose courses of study with a substantial degree of freedom and flexibility. Further approaches will be made to the bodies concerned for early discussions on this point.

Additional Matters

Scope of the Examination Papers

The Board supports the principle that all examination papers at the Higher School Certificate Examination should be based, as far as possible, on the content expected to be covered during Sixth Form and not on content included in the syllabus for both Fifth and Sixth Forms.

However, the Board is also aware that in some subjects the courses have been structured essentially as a whole and for many subjects, the content to be covered in Sixth Form is necessarily founded on Fifth Form work. A?PENDIX F. RESTRUCTURSD S:<:NIOR SECOHDARY CUR"UCULUM, 148. 5.

E2/73/40

Therefore, while unable to specify that the Higher School Certificate Examination is to be confined to work done in Sixth Form, the Board has requested Syllabus Committees to do everything possible to reduce the study level of Sixth Form students.

Total Senior Curriculum

Through the application of the principles set out above, the Board believes that students will be required to follow a broad, general course of studies in Fifth Form; for example:

A student might study six two-unit courses, five two-unit courses and General Studies, four two--unit courses with Mathematics (the three-unit course) and several other suitable combinations; when the Science four-unit course is taken, the student must either do four other two-unit courses or, if this student does the Mathematics three­ unit course with the Science four-unit course, he must do three other subjects or two other subjects and General Studies.

In Sixth Form the plan will permit a slightly greater degree of specialisation in those subiects in which the pupil is particularly interested, but does not compel specialisation.

Courses may be chosen which have a high degree of specialisation, some specialisation or little specialisation; for example: Um.ts Units English 3 English 2 French 3 Mathematics 4 German 3 Science 4 Mathematics 2 General Studies 1 -IT -IT

Units Units English 2 English 2 Mathematics • 2 Textiles & Design 2 Science 2 Geography 2 Economics 3 Science 2 Geography 2 Music 2 General Studies 1 IT- -IT

Timetabling for Restruct~ring

A timetable for the implementation of various phases of the Board's restructured curriculum is enclosed.

G.D. Egan, Secretary, Board of Senior School Studies BGC:.YS

Anderson, Rich~rd C. et al. Current Rcscnrch on Instruction, N.J., .l,'rentice-Hall, 1969

Archambault, ~.D., (ed.) ~hilosoehical Analy3is ryn

Eackbill, Yvonne and I:ehctviour i.n Infnncy and -::orly Thompson, Georcc Chi_!_clhouc., He\·1 York, :free .r·res::, J.967

Bantock, G. H. ~~ducot ion n!:c Vc!lues, London, Faber & i~bcr, i965

0 0 0Pc'"'dl •• X~ a,'ld 'lL iJ;:)"c:-ot ...,. (c,·'~)\ \.,, ~.L..J • 8l~s2 ~t~tu~ 8~~ ~o~~r, 2nd ed., London, ~outloclco & Jecan faul Ltd., 1966

Benn, Saro~ine and Balf ~ay ~here - ~eFort an th0 S i!'":!011 , Dr ian Pr .L J..;. ls !1 So::~ r1..::"c hsns .i "r~· Sc ~~uv.1. ?cf0rr, ~oc~on, ½cG=aw-Hi~l, 1970

Bernard, llarcld ~. Human ~cvelo0~0nt in -est0rn Culture, Eostan, Allyn ~nd Eo.ccn, 1962

Bloom, B. et. al. Handbook on ?or~ativ~ and Su~~ative -v~luatio~ cf Stu~cnt re~r~~n~, N~~ York, McGraw-Hill, i97l

Brauner, Charles J. Prob]e~s in ~ducntion nnd Philosop~y, New Jersey, Frcnticc lio.11, 1565

Bro '\.l dy, Harry s. Building a ~hiloso~hy of ~tiuc~tion, ~e~ Jersey, Prentlce Hall, 1965

Brown, :i'rancis J. Education3l Sociolo~~, New Jersey, ?rentice i:all, 195L1- Erubachcr, John S. (ed.) Elcctic nhilosophy of ?d uco. t .i.0:1, ~:t:·g J ers cy, Prantico lbll, 1962

Castle, -s. B. Ancient ~Juc~tion and ~oday, U.~., Pencuin, 1962 150. Books (continued)

Conant, James B. The American ~iGh School Today, N.Y., McGraw-Hill, 19;/)

Connell, W. F., and The Foundations of ~ducation, Sydney Verco, D. J. A., et al. Hova.i·~, 1969

Cowan, R. ''I. T., (ed.) Education for Australians, Hong Y.on5, Cheshire, 19G6

Davies, A. F. and Australian Society - A Sociolo~ical Enc0l, S, Introduction, :-lelbourne, F. ·.1;. Gheshire, 1965

Dearden, R. F. Philosophy of Primary ~ducation, Routlcicc and Yccan Paul

~rinkmeycr, Don c. Child ~cvc~o:"J1:1cnt. The ~n:c.:rpin_r,· .Se'. f. Prentice-Hall, 1965

Drinkwater, Desmond J. -Dcvelo2~ents in ~~rly Adol0scence ?nd the Struc+:ur,2 cf Se:c,J~F:.-.ry :~.u-:'lticn: An Irj,tr?l'Stc.:~ .Su!' 1.rr~ .... r; ~·:ec;corc~l iSt1-l~Y ro. 10, ?aculty .of =~ucation, St.Lucia, University of ~ucensland Press, 1965.

Drucker, ? • ~.,. The La nd1,.ar 1-:..s of Tor::orrov,, ton don, Heinemann, 1959.

Dunn, S.S. '::ach to Hie Full Stat 1;rc, }!e.i.bourne, Wyndham, H. S. and A.C.2.R., Cheshire, lj65 Others

Faunce, ~.c. and Developing the Core Curriculu~, N.Y., Bossing, N.L. Prentice Hall, 1958.

Fitzgerald, R. T. The Secondary School at Sixes and Sevens: A Review of the Sixties and a Prosuect of the Se?enties. Sa~thorn, A.C.?..R., i970. (p.99)

Goode,'.'!. J. Vocabulary in Sociolo~y, Data Guide Inc., 1959 Grambs, J. D. Schools, Scholars and Society, Tokyo, Prentice-Hall, 1965.

Halsey, et al (ed.) Education ~conomy and Society, N.Y., Free Press of Glencoc, 1961 Hurlock, ~lizabeth Child Development, N.Y., McGraw-Hill, 1964 151. Books (continued)

Hurlock, ~lizabeth Developmental Psychology, N.Y., McGraw­ IIill, 1968 Hult., Max L. The Child, Deve~_cpmcnt and Adjust111ent, Boston, Allyn and Bacon Inc., 1959

Isaacs, Susan Social Development in YounB Children, London, ~outledee & Xegan Paul Ltd., 1952 Jones, Phillip E. Education in ~ustralia, Great Britain. David and Charles, 1974. Karmel, P. (Chairman) Education in South Australia, Adelaide, S. A. Govt. i'rinter, 1971 l{ing, ?/. The ~nzlish Sixth-Form Collece: An ~ducation~l Sonccpt, vxford, ?creaEon Press, 1968

- The Znglish Sixth-For~ Collefc, London, Pergamon ?rcss, 1969 i,umen, }·;. M. Social St~Gtification, N. Y., Prentice Hall, 1967 Mccandless, B. R. Children~ Adolescents. 'Sehaviour anc: Develop~ont, N. Y., 3olt Rinehart and '-:'.'ins ton, 1963

McGrugan, F. J. and Current Studies in ~sycholORY, N.Y., Calvin, Allen D. Appleton - Century - Crofts Inc. 1958

Hartin, 1.':illiam E. and Readings in ~hild Development, N.Y. Stendler, Celia-~urns Harcourt Brace & Co., 1954. Mason, s.c. In Our ~xpRrience: ~he Chan5ing Schools of Leicestr;r3rLLre, :aondon, Longmans, 1970 Mayer, F. Philosophy of 2ducation for our Time, N.Y., Tho vayssey Press, 1958 Hayer, Kurt Class and Society, N.Y., Random House, 1955 Mercer, Blane E. and Education and the Social Order, N.Y., Carr, :Sdv1in R. Rinehart and Go. Inc., 1951

Merry, Freida Kiefer and The First Tv;o :Jecades of T.ifc, N. Y., Merry, Ralph Vickers :i:Iarper and Brothers, 1958 152.

Boo~s (continued)

Korrill, M. Javid (ed.) Instr~ctionnl Desien, N.J., Prentice­ Hall Inc., 1S,7l

O'Brien, Kevin J. The froxi~Gtc Aim of ~ducation, Viilwau!~ec, Bruce, 1958

Partridge, P.H. Sdciety, SchoolG and ?ro~rc8s in Austrai ia, Sydm;y, ~ ergnr::on ?rcss, 1968

Feters, R. S. Ethics ~nd 7ducntion, London, Georee A.Llen and 1Jr·.'liu, 1966

Phillips, A. A. The Schools, Published by U.N.E. 1963

Radford, 1.'.'.C. SchooJ :Jc::i_v:::,:-:-, in .\•_,::;tr0~.iet 7.059-GO, ::c.Lb0u~r~c, I\.• ~.~ ..... ~. l)G2

Ra~sey, Charles~. .Frobler.:s of Youth, U.S • .'\., .Cickinson Bel::iont, i.·-367

Rich, J. :-:. ~ducati,m nnJ Eu:::-:i_n 1 r2::_uGs, "'."'r.ilipp1.nes Atidison-~~s..L.cy, ~;62

Sarnoff, Irvins Pcrsonn~ity ~Jn~~ics 9D~ nevalop~cnt, ::.Y., ~uhn ".'l.L~~l ?/. .:uns. Inc., J..')G2

Si~pkins, ~.s. and :hanBin: rctucntio~ - ~ustral.ian View­ u·1• ~ ry I ~ ) 1·11. ..L.cr, ,. • .-.. ,e---. :-·oints, 3ydnc::y, '.'.cGr.J.·:1-::111, lJ72 Smith, tar~ U. and The Eeno.vio:...r uf :!nn, N. Y., !Iolt Smith, William M. Rinehart & ~inston, 1958

Smith,~- C. Lester :':ducat ion an Introdu.ctory Sur-vey, TJ. :~. , Penguin, 1957

Spolton, L. The Upper Secondary School: A ~o~para­ tive .Survey, London, Percamon Press, 1967 Stendle, Celia-Berna Readin~s in ~hild Pch~viour and Dove2-0;-T_ent, i·T. Y., !b.rccurt Erace anc. ~orlti Inc., 1964

Stones, Z. and ~ducational Objectives and the Tcachin~ Anderson, D. of -~:.~.uccttiono._":__ ~-~·rch.:, 7.. ·::~ ..1.~, T.ur,J.,:.,n, ~ethuen and Co., 1S7~

'.'!arner, 1.'!. L. et al. ~ho Shall be :ducated, ~.Y., ~arper, 1941-1- '.'[heeler, D. K. Curriculu~ ~roc0ss, University of London ?rcss, London, ..L.~67 153. Dooks (continued)

'",. l~· 1 .J..7 1· a m,.::>c-- , ~R • , ( "'-.. Ll··· • ) EducRtion ~nd ConteFporary Society, T,onuon, C. II.. ~?att.s nnd Co., l;.;65

Govcrn~ant Jocumcnts and

'l,T ,... ~,r Aims of Secondary ~ducation in 1 •• .J •..• ' Jepartment of ~ducation, N.5.~., November, 1973

A Report of the Central Advisory Council for Education (Engl~nd) Half our Future. Her }!ajesty's .Stationery 2ffice London 1963 Background Information - ColleGos and ~our Year High Schools for the !... ~.-::.1 • ~ep.::i.rt~:ient of :=ducation and Science, l'fovembe:r, 1971

Ease ?o~cr en t~~ Totnl ~urriculu~, Secondary Schools Bo~rd, April, J.;175 :Soard of Senior .School Studies, '!;e .r,art :::en t of ?ducat ion, r-r. s. ·•r.. Circular I:o. Li- 1969 '('I'() II No. 21 .1.)0,; II :-~o. l 1971 II I\o. 20 1973 II :t-;o. 13 1976 II :ro. 63 1976 II r-;o. 76 11:176 II ~Tu. 81 1976 II no. 82 1976 II r-.~o. 8L~ ~976 Co1lePcs for the A.C.T. - A Flannin~ Pronosal. Department of :;ducat ion a:1 ....Science, :rover.;:.ber, .J..)7 l.

Department of Sducation and Science (U.K.), Circular ~0/65. (12th July, 1965). The orsanisation of secondary education.

~ducation in 1ustra~in, Australian Government ?ublishing Service, Canbarra, 1973 Gcoc;rnrhy .Syllabus o.nd :Tot cc on the Syllabus, ~orms V and VI, ~epart~ent of ~ducation, N.S.~., 1973 Report on Secondary ~tlucntion in New South ~ales, Sydney, Government ~rinter, 1957.

Schoais in Austrnlia - Report of the Interim Committee for the Australian Schools ~ommission. May 1973

SchoolG Co~~ission ~c~ort for the Tricnniu~ 1976-1978, June 1975 15!+- Govc::rn;:'Jcnt T)ocu1110nts and :7:e:~orts ( continued)

Secondary ~duc~tion for Sanberra. Report of the Workinc Co~mittce on C0llecc ?roposais for the Australian Capital Territory vanoerra,... ' ( ..••ll G .t'.,..).··. ,. ) 1977.:.;

N C: m The Ai~s and rbjectives of Second3ry ~ducation in .. ~ . ' . An Interim Statement. Nov. 1~72

The Co~munity anci its Schools - Heport of the Review Panel AppointcJ by the ~inlster for ?ducation, N.S.~. Dcpartwent of :Sducation, 197l1-

Articles

Aclo.r:1s, R. S. '?erceivcd Teachinr Jt~les', Co~cara­ tive ~~~C3~~~~ nuv~u~, 1970

Ben11, C. 'rli1e :;tj 1~arato Si:{th Forr:1', Cu~.-1\jr(-:lic~­ sive -::=c:uc.::i.t::_on ?To. :;_.i:: lC-12, Sprin.t:; 1969

Scsv:icl·~, :·. G. '~ixth ?or~ ~ollaGcs in the A.:.T.' .~ciuc2tLrn :Tc 1::s, Aucu.3t, :,_972

;.1 ('! Beynon, .. , ...... 'Sixth ~orm Collcecs', T~~cs ~duc8- ~rrc,.,+ tl·on~1- ,_,_ ~ .:,,...u····· e ,-,..1. ,_, -- •. ~ .,,To,· • 2r7,-_;, 4. .zr·: _; o -1, 19 Aucust, lj66

Binyon, M. 'Quiet Revolution in Southa~pton' Times ~cuc~tiunal Su0plc~ent No. 2805:56~, February 21, 1969

Brown, C. :0. 'Centralised ~ducation ~atrlculation, Hobart Matriculation College', 'Zducatiun ;Tc:·.':S I:19-22 June, 1967

Byron, C.J. 'The Sixth Form - A Group Apart?' School ~anaremcnt Bulletin No 10:14-18, 1967

Connell, 'The Foundations of Second~ry :.:duca.t ion' A.C.3.R., ~elbournc, 1961

Corbett, A. 'Sixth Form Colleges', Comorehcnsive ~ducation ~o. II: 19-24, S2rinc, 1969

Corbett, J. 'Sixth Form College: Luton', Times ?ducational SuppleEc~t ~o. 2733:708, Gctober 6, :i..c;C7

I,o.lton, LT.J.D. 'Reorganization of Secondary ~ducation' CO~f~chonsive ~duc~tion ~o. II 17-19, Spring, l';b9 155. Articlo0 (continued) vance, B. i.::. 'Living and ~orking in a Sixth Form College', Ti~os ~Guc~tional Supµloment No. 2722119, Ju~y 21, 1967.

!:iobinson, C.H. ''.\'here 16 ~lus ''.'orl'-s 1 • Ti~es '~due/)-· tionnl Su;plc~rnt No. 2791:1095, Novcsbcr 1), ~968

Fitzcerald, R.T. 'Secondary Schools in the Sixties: Fra~e~ork and Crc~nis~~ion' ! 2uartcr]y Rcv1cvr of t~t1str·c_1.lo..!1 .1G.Uc2.tiun I:13, March, :.9o3

Hannan, )·,r. 1 ';'!ill the ',Hynd.ho.r:1 ?lan 1.'!ork? 1 , The Bulletin, ~cbruary 12, 1966

Hill, "2.V. •:::olitics and ~duc:1tion Reform', 7te Foru~ of ~~ucnti~n, Sc~tonber, 1773

~ ~" Hood, _,. ' .. 1 3ixth Form or Junior Colleecs?' =ctucation ~c~s, 13: 23-26, Feb., .dTL i::ing, E.J. 'The Fifteen to ~~cnty A0c Group - A Comparative Sarvey', Co~p2rative ~ducaticn, Vol. 6, No. 3, 1ov., 1]70

?~cLaren, J. "Schoolin~? ·:;hat Schoolin0?' The Austra]iqn: vet. 21, 1:)68

T""'..,,..,, ~.• , t·:icicil C t On, j,,..... • • •• 'Child ~carin~ in 1ustralia', Hemisphere, 1968. N.B. l;iller, D. 'Sixth Form Colleges', ~ew ~ducatio~, 1: 29-30, December, 196l~

Miller, :J. 'Sixth ForTI Colleges', Ca~prehenslvc Education No. II: 25-27 Spring, 1969

'The Australian Student', ?xperiment in ~ciucation, April, 1965

:Mumford, ).2. 'The Case for Junior Colleees. 1 ~here No. 29 : 28-30, January, 1967

Numford, :J. '~hy Junior Colleges Offer a Better Deal for 16 Flus. 1 ~ducat~on, 163: 188-189, September, 1970

'Rose of Sixth Form: ~ccrs Com~ittec Sug0 cst Bir; Chunecs, Tines ?duc~tion Sun ,;l e~ent ~o. 2758 : 16, Jan. 3, 1969

O'Connor, H. 'The Sixth Form Collcce.' Ne~ lducation p/14-15, June, 1963 .i.5G.

J~ticles (Continued)

Reed, R.A. 'The Qrganization of Secondary ~duca­ tion.1 Eu 7 letin of the Victorian Institute of ~duc3tional ~escarch 17: 8-26, Noveffiber, 1~67

St e ph e ns , '.? • E. D. 'The CasE,i Against Tertiaries." :ducation 134: 1405, Aug. 22, 1969

Thomas, 'S.M. 'Junior C:ollec;e rion,::;ers', Tir.1es ~ducationa7 Supplement No 2799: 66 January 10, 1959

'.:!aks, Leonard J. 1 Re-Examinine the Validity of Argu­ ments Acainst Behavioural Goals', ~ducation~l ~heory. ~princ 1973.

1.'.'ans ell, G. 'Sixth FurCT Collcces, The Ans~er: Case Against. 1 :haos', Tlmcs :ducational SupplemRnt ITo. 2804: 437, Feb. 14, 19G9

Australian Institute of Political Science

September, 1960 3 Lectures

1. Dr. H. S. '.'!yndham 'The Heed for Chanse

2. Dr. Trevor Hiller 'Chaneing the Organization of Second­ ary ~ducetion' 3. Dr. F.S.Bradhurst 'The Community and Changes in Second­ ary Education'

Journals, r:e·:rs p2-pers, ~-!:i ndbooks

Arnetican Journal of Sociolo5y, Vol. 70 (March, 1965) Vol. 70 (July, 1964) Vol. 71 (May, 1966)

American Sociolocical ~cvic~, Vol. 37, No. 2

A.C.S.~. 1 2.ducational Values in a Democracy.' Cyristine, Melbourne, 1960

The Australi~n, Septewber 23, 1968, 'Australian Schools'

The /,ustro.~i:rn Jour!'lal of ".:'.d.uc::ition, Vol. 9, No. 2, Juno, 1965. Articic ?c~ort en 7 ~uc~tion P. 106

The Australian Journ~l of ~ducatiun, Vol. 8, No. l, March, 1964

The Australian Journal of ~duc~tion, Vol. 11, No. 3, Oct. 1967. Article Mass Society and :tiucational Goals 157. Journals, ~e~srapcrs, ITandbooks (continued)

Thu Bulletin, Sydney, ~~y-June, 1976

Th0 Bulletin, Sept. 30, 1967. ·,A Crisis in 'Sstoem'.

C~tholic ScccnJary Schools ~ssociatian, Lecture papers on Senior Scho0ls, March 1971

'The Catholic School in Australia.' C.A.B. Vol. 22 No. 9 Aug • 2 5 , 19 5 8.

Curriculu~ and R0search Bulletin, Vol. Xl No. 1 March 1976 Sducation ~apartment of Victoria

~ducation ~ewe, Vol. 12 No. 6 Vol.12. No. 11. - Dept. of =uucation and Science, Australia

~ducation ~c~s, Australian ~art. of ~tlucation, Canberra, Vol. J..5 :~0s. 4 and 5, 7.

Curriculum of the Sixth ?orm. Foru~ ~o. 9 Sprin~ 1967. (L 62-3)

?ron:::ston ::i,,.h Sc':1cc::.. ~Vic.) 'Senicr School :::-·rosi:ectus'

Havant CoLlc:e Information Bao~lct

:forvo.rd ~duc3t ion ?oviC'.'i, 38. ''.'inter, 1968 , Inttllect, formerly School and Society, Jee. 1972

Interact, the :ducational Journal of the United World Colleges

Itchen Colle"'.e Pro3r:ectus, Hampshire ;:;ducation Committee, Southarr.~ton ~rea

National Times, Education Supplement. May 7, 1973

New Horizons, No. 14, Spring, 1954

O.~.C.D. Activities in ~ducation, Vol. 1 No. 2, Australian Government ?ublishing Service, Canberra, 1975 Phillip Ccllo.~e Fros~octus,

T~c 3choo: ~ounsellor, Vol. 20, ~o. 1, Sept. 1972

16 °n~ards, lS76, Colleco =tiucation, London Borough of Richmond Upon Thames Handbo0k

16+ ln II-'.:'...!.'row, London Eorough of Ibrrov,, "Sducation Department Eancibook 158.

Journals, "Tc-::s1.c1;,ers, IInncibooks (continued)

Social ?urces, Vol. 43 (Dec. 1964) Vol. 38 (!-:ay, 1960)

Sociolo~v of ~ducation, Vols. 43, 41, 41. Sydney MorninG ~erRld, June 2, 1972

Teachers Journal. Vol. 48 No. 9 1965 (Victoria)

'Sixth ~orm Collc5e is Bost Compromise' Ti~cs ~ducational Supplerrent ~o. 2742: 1320, December 8, 1967

'~arwickshiro's Sixth Forn Colleecs', Times ~ciucational Supple~ent ~o. 2747: 89 January, 12, 1968 'Junior College' 'rimes .:ducatiuna2.. ;'.upelcr.:cnt no. 23011-: 501 February, 1s;G9

Trc:1ds in ?ducat ion, 1976/3 Sept. 1976. Dep

UniteJ ~or1d Coliesc of the Atlantic ~andbook 1975 Secondary 8urriculu~ - r0printed from the ·victorinn Secondary Teache~s' ~G~Jciat!on J0urn~l, July, iS7J