A Curriculum for Children

Our Ehidrei The Future

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5t* 00 H tn Our Children The Future A Curriculum for Children

Department of Education and The Arts Tasmania Acknowledgements Contents

The preparation of material for Our Children The Future has been the Our Children The Future -overview iv continued concern for twenty seven working parties drawn from the whole of Tasmania It has involved parents and other members of the community as well as educators from the Department of Education Introduction 1 and The Arts A full list of the convenors and members of the working p irties appears at the end of each booklet in the series Context 3 The great commitment and dedication of all those who took part is acknowledged by those of us who will benefit from their hard work In particular the work of the convenors of the working parties the writing Objectives and expectations 5 team the management group and those who contributed from the Curriculum Services Branch of the Department of Education and The Provision for learning 7 Arts and the Centre for Education of the University of Tasmania is acknowledged with grateful thanks We also acknowledge the con tnbutions of the many groups and individuals who supported the Curriculum issues 12 project with submissions ideas and information

Jenni Connor Val Elliott References 17

Members of the writing team Jenni Connor Melvin Freestone Barry Smith Key issues 18 Elizabeth Daly Malcolm Kays Phil Tyson Val Elliott Ann Revie Appendix Working party membership 20 Consultants to the project Penny Andersen Graham Fish Wayne Ransley Garth Boomer Darryl Fisher Jan Webberley Kevin Collis Philip Hughes Bevis Yaxley

ASCIS Catalogu ng in publication entry (prepared by TASCIS) A Curr culum for ch Idren vi 21 p (Our children the luture) ISBN 0 7246 18600 1 Educat on Primary 2 Education Curriculums I Tasmania Departme t of Education and The Arts II Seres 372 19 DDC 20 372 19 ADDC 11

Publ cat on Officer Guy Deak n Design and Layout Wendy Partr dge Photography Frank Mclvor Editing Word Wise

ll in Our Children The Future Overview

Our Children The Future is a departmental policy guide con justice excellence quality and equity continuity and coher sisting of five booklets entitled ence in schooling and the national curriculum It also provides an introduction to the issues raised in the other four documents Yesterday Today and Tomorrow Teaching and Learning The second booklet Teaching and Learning encompasses A Curriculum for Children current beliefs and theories about how people learn It de Successful Schools scribes the factors which affect learning success and strongly Monitoring and Assessing Children s Learning stresses the direct interventionist role of the teacher

These five statements are intended to guide high quality learn The third booklet A Curriculum for Children clearly defines the ing programs in primary schools in Tasmania essential learnings which should comprise a balanced pro gram for each year of primary education These essential They describe the principles which underpin effective teaching learnings include both the capabilities children should and learning be developing and the fields of inquiry that they should be The statements provide a clear cohesive sense of direction to studying our schools and a framework within which they can develop The fourth booklet Successful Schools brings together issues programs raised in earlier booklets and describes what a school will look Our Children The Future will be linked with policy statements like if all of the previously described conditions are in place It relating to other levels of our education system leading to the discusses the role of schools and the relationship between development of a statement of educational principles for kin them and their communities It also identifies the characteris dergarten to year 12 in Tasmanian schools tics of successful schools and deals with the issues of resourcing self management and accountability The initial readership for these booklets is the teaching profes sion but much that they contain will hold interest for a wider The fifth booklet Monitoring and Assessing Children s Learning audience of parents and other members of the community deals with the relationship between the purposes for which The first booklet Yesterday Today and Tomorrow includes information about children s progress is collected and the statements on the nature and purposes of primary schooling form of its collection and use the characteristics of young children and issues of social

IV Introduction

The world that children experience both inside and outside school Is continuing to change at an ever increasing rate and the learning program offered by schools must help students to cope with such change

This booklet describes the main features of the curriculum in Tasmania from kindergarten to year 12 The term capabilities is used to indicate that young children are continually developing and gain ing control over many skills understandings and attitudes The capabilities described in this state ment are similar to the competencies described in the policy document for secondary schools entitled Secondary Education The Future (1987) Because many people associate the term competencies with end points it has not been used here In A Curncu lum for Children the list of capabilities also includes kinaesthetic capabilities which have a particularly high profile in primary education

The description that follows gives direction to the interpretation of national goals for education in a curriculum for Tasmanian children

School programs are developed around system guidelines that complement national curriculum statements in each of the major areas of learning The detail of each school s curriculum is determined by the school community based on the needs of the children and the expectations of the parents and the community The whole staff of a school needs to be involved when decisions are being made about the content and processes appropriate for the school s education program

A curriculum for children 1 For a school s program to be effectively implemented its teachers require support and professional Context development opportunities These need to be adequately resourced continually monitored and evaluated and they need to include opportunities for parental participation

Most children move school at least once as they progress from kindergarten to year 12 Many of them move more frequently during their primary years often from district to district and sometimes between states The curriculum in primary schools must be capable of accommodating the discontinuities and unsettling effects of an increasingly mobile population

Children live in a world of expanding horizons Changes in cultural values social aspirations and practices and in environmental and economic cir cumstances often seem bewildering For children and their communities these changes raise both opportunities and dilemmas The children need to be able to deal with the challenges and need to be equipped to affect the course of their own lives and the lives of others in positive ways They must be innovative knowledgeable resourceful and enter prising with a finely developed capacity for working co operatively and compassionately with other people They need to bring these qualities to cultural social environmental and economic issues They also need to gain the personal knowledge that will enable them to take action in everyday life and thus contribute to a just and free society

The curriculum in the primary school must take account of recent national and international trends in education Educators are accountable to their local communities totheeducationsystem andtonational priorities Clear statements of purpose are required both to inform the community and to guide the practice of teachers

Associated with the current national developments is a shift in the pattern of decision making about some aspects of the curriculum Schools are strongly

2 A curriculum for children A curriculum for children 3 encouraged to be self managing in partnership with f their communities To ensure coherence equity and Objectives and expectations i continuous and comparable provision for all chil ; dren explicit system wide policy statements guide these activities Within these policy frameworks schools and their communities make significant ! decisions about the nature of their curriculum its implementation and the management of resources

The expectations that children and parents have of schooling have changed greatly Formal education The curriculum covers all the provisions that schools , is now seen as a shared responsibility between make for childrens learning and development It involves the content of courses the activities involved i teachers parents and school communities This the teaching methods the learning environment the participation involves contributing formally to school values espoused the relationships the way teachers decision making participating in classroom pro . and classes are organised and the appropriate use grams helping with general organisational tasks of resources and giving support for childrens learning in the home by promoting school policies and curriculum The curriculum in primary schools should excite i priorities Participation does not stop there It also children s curiosity fire their imagination and kindle ' entails communicating with teachers about the home lifelong interests It should also form the basis for ' factors that may affect a child s progress Learning further learning and for participation in society , is thus a joint enterprise and not solely the respon 1 sibility of the schools Children must be encouraged to respond to high expectations and to work effectively with others They must be supported in their learning and in extending their responsibility for what they learn They learn best when they have confidence in their abilities and a sense of personal worth — qualities that are strongly influenced by the nature of the relationships between children and teachers and by the extent to which they feel part of their school

When children come to school they bring to it their < individual abilities interests and aspirations teach ers stimulate these often by highlighting and ex tending the students immediate experiences It is through the challenges that teachers provide for them that children build on what they brought to school at the start

Within all their diversity primary schools share a commitment to a set of common objectives that guide the formulation of the curriculum

to engender in children a sense of self worth confidence and personal identity to promote critical and imaginative thinking through creative self expression

4 A curriculum for children A curriculum for children 5 to encourage independent and interdependent learning Provision for learning to develop social skills through co operative and constructive activity to generate a sense of responsibility and of constructive commitment to participation in a culturally diverse society to develop the knowledge and skills required to be flexible and creative in coping with change to promote an appreciation of the shared and Each child is unique bringing to the learning situa diverse values in Australian society tion a particular set of capabilities and predisposi to stimulate a love of learning and hence the self tions These reflect previous experiences and motivation to go on learning through life background as well as values and expectations to develop commitment to a coherent set of Teachers must provide an environment in which personal and social values and ethical beliefs different cultures attitudes and aspirations are val ued As a result each childs identity and self These purposes guide the all round intellectual concept will be respected and given scope for social emotional physical and moral development further development of each child Since a child s potential to learn is enhanced in an The curriculum is for all children as well as atmosphere of mutual trust and openness it is es for each child Care must be taken to ensure sential that relationships between teachers and chil that each child irrespective of cultural dren are warm friendly and purposeful This requires background sex circumstances and sensitive communication and continual support for abilities has access to a relevant and high every child s efforts—including their successes and quality learning program their difficulties alike

Every child has equal right of access to the Childrens learning is greatly influenced by their learning programs and to the support to family and the people they know particularly their participate in them But similar treatment of peers These influences are at least as important as each child does not necessarily achieve the contributions that teachers make to the develop equality Differences must be provided for ment of children s knowledge and their understand in the programs and this often involves ing of the world negotiation of a learning program and teaching methods Social justice in cur Children construct their own knowledge by assimilat riculum provision means relevance as well ing accommodating and integrating experiences and as equality of access for all children A ideas to form their own patterns of thought Teachers socially just curriculum enables all children can discover these patterns by observing questioning to learn and to go on learning throughout listening to and interacting with the children This ena their lives bles them to intervene effectively so as to challenge and extend each child A wide variety of experiences provides children with opportunities to apply in many contexts what they know and can do But teachers must also create chances to extend the depth of each child s understandings The tasks that they set should be stimulating and should be carefully adjusted to particu lar learning needs

A curriculum for children A curriculum for children 7 Language is central to learning in primary schools Capabilities Through communication children share emotions and The capabilities that children require for the twenty feelings explore ideas and experiences negotiate first century are a combination of knowledge and tasks and make transactions exercise control and skills Throughout the curriculum in primary schools judgement as well as developing their imaginations children should be continually developing and em Learning then is concerned with knowledge skills ploying five sets of capabilities and attitudes as well as with the processes used to 1 Personal capabilities acquire them It is continuous and cumulative cover ing all areas of a child s development These include personal perception and self awareness as well as the social competence All children must have access to a broad and bal involved in acting autonomously and as a member anced program of learning in each year of their of any group primary education This encompasses 2 Linguistic capabilities These include the acquisition and conveyance the development of capabilities — personal of meaning across a wide range of human en linguistic rational creative and kinaesthetic and deavour and understanding wide experience in the fields of inquiry — 3 Rational capabilities language mathematics health and personal de These include critical reasoning and applying velopment sciences social education the arts logical processes to explore ideas feelings and and technology actions These essential learnings (described in detail below) 4 Creative capabilities are mutually supportive If any one of them is ne These include performance and creation in the glected the learning program becomes inadequate sciences the humanities and the expressive arts Self managing schools have a responsibility to show 5 Kinaesthetic capabilities how their curriculum provides for each of these These include bodily co ordination and move essential areas of learning in each year of schooling ment spatial perception and orientation in Continuity in the curriculum — both in its content and physical and intellectual activities in its progression — has to be planned carefully and implemented flexibly When children are developing these capabilities they converse read write calculate think and Accurate monitoring of the experiences children evaluate expressing their ideas and feelings in have and of the progress they make is important many media For students with disabilities and special needs learning objectives will need to be negotiated in Fields order to develop an appropriate curriculum Chil Children employ their capabilities as they explore dren teachers parents and the community need and investigate the world The curriculum in primary information about children s achievements and dif schools is required to provide them with opportunities ficulties to identify learning needs From this infor to study seven inter related fields of inquiry mation decisions can be made on future programs The learning activities that result are then likely to 1 Language challenge children to develop their intellectual so These studies extend children s proficiency in lis cial emotional and physical potential aswellastheir tening speaking reading and writing in a variety personal characteristics and identities of contexts They involve comprehending appreci ating producing and appraising an ever widening range of texts printed and non printed

8 A curriculum for children A curriculum for children 9 2 Mathematics another When children make their own connections Mathematics provides children with knowledge between fields of study they can better understand and understanding of space measurement the contribution of each to the total learning program chance data handling number pattern and This improves coherence in learning For the same algebra Children learn logic the characteristic reason teachers must have a depth of knowledge ways of mathematical thinking and their applica about the inherent qualities and the range of knowl tion in a wide variety of situations edge in each field of inquiry Curriculum balance requires teachers to have a precise understanding of 3 Health and personal development the learning goals in the classroom The approach is These studies encompass the development and holistic yet integrity of the subject matter must be application of physical skills and the acquisition maintained of knowledge relating to health issues They equip children to make informed decisions about their The capabilities and the fields of inquiry that have personal well being and about the welfare of been described have now been identified as essential others areas of knowledge and experience for children throughout Australia They appear in national cur 4 Sciences riculum documents and will be incorporated in all Scientific studies help children to develop ways future Tasmanian curriculum guidelines It is the of investigating describing and understanding responsibility of schools to ensure that these essential the physical and biological world Students also learnings are addressed in all learning programs in learn how to apply these methods to solving the primary school As a result children will be given problems in present and future contexts alike every opportunity to develop the knowledge skills 5 Social education and personal qualities they require for life and work This develops the knowledge skills and attitudes in our society required for effective and critical participation in local national and international communities It involves critical reflection on matters affecting society at large such as the media technology and environmental change 6 The arts These studies offer children cognitive gains by providing opportunities to reason solve prob lems and reflect They engage them in creating presenting and appreciating artistic performance and activity They develop in the students a range of specific skills needed for lifelong participation in the arts 7 Technology This explores a set of distinctive concepts and it aims to develop students understanding and skills in the use of technologies Studies in tech nology involve the children in designing making and appraising and in applying such knowledge in varied contexts

Although each of these seven fields has a unique role the fields should complement and reinforce one

10 A curriculum for children A curriculum for children 11 To maintain continuity it is crucial that connections Curriculum issues are maintained during transition from one stage to another one year to another and even from one school to another There should be continuity in educational growth from kindergarten to year 12 based on agreed record keeping and assessment To minimise the disruptions caused by mobility of the population schools must co operate and maintain clear communication with one another

Continuity Children s learning strongly reflects their exploration Continuity of learning should extend from kindergarten of experience and their engagement with other to the end of year 12 and beyond It should continually people Their current ideas feelings beliefs and address students needs and it should build on their values always represent a synthesis of certainty and achievements to expand both the depth and the breadth tentativeness and the synthesis is constantly of their knowledge and capabilities In this way quality changing with additional insights and experiences learning programs can be negotiated for the complete Teachers have to offset the uncertainty with stability range of children s abilities including those children who creating the kinds of security that will encourage- have specific disabilities and those with special needs children to go on learning throughout their schooling

The sequence should be clearly articulated It should Currency be flexible and not lock step yet it should promote The curriculum must therefore be under continual increasingly sophisticated and diverse learning The review reflecting the directions set out in this book activities must connect with children s interests and let Teachers need to take special care to avoid their understandings of the world and must at the same overloading or fragmenting the curriculum with the time take account of the requirements of whatever fields latest political or pedagogical whims At system of inquiry are being explored level too judgement is required to identify what is desirable far sighted and enduring At times studies will be broad and will give scope for a wide range of experiences At other times more narrowly Schools have a responsibility to carry out system focused studies will be required in order to develop some policies and this includes ensuring that the content particular capability or understanding Careful planning is of the curriculum is current and that the most effective needed with a consistent approach to teaching and teaching and learning processes are being used learning to ensure that there will be both growth in capabili Programs whilst not identical in every school should ties and continuity in the fields of enquiry be comparable and should provide access for all children to a broad and general education Because children construct their own personal under standing of the world continuity is not simply a matter When schools are developing or reviewing their of ordering topics and arranging activities in sequence programs they need to order priorities in such a way A particular order that may be right for some children as to ensure that all areas are dealt with over a may be a deterrent or distraction for others What is reasonable period of time This makes it possible for needed is continual adjustment of programs to meet the improvement of the curriculum to be sustainable and needs interests and aspirations of children as they substantial without being overwhelming The resulting develop over time changes will then be both sensible and coherent Continuity implies continued observation negotiation Values and action to match each child s learning with further development reflection by children and teachers on Children bring to the classroom widely varying social their experiences becomes the source of progress standards and values derived mainly from their

12 A curriculum for children A curriculum for children 13 families and communities with their religious and significant influence in every human society In a cultural backgrounds Teachers need to recognise pluralist multicultural society there is indisputably that their own values are not universal they are not a wealth of literature tradition and values from this shared by all the individual groups in society Also it source that influences our contemporary culture So is essential that children learn about the variety of the some understanding of the major religious traditions values which exist within their society and beyond it of the world appropriate to the childs level of conceptual development is desirable With this Most of the commonly held values in our society are background children are better equipped to un embodied in the law and are concerned with such derstand much of the literature history political life things as honesty thoughtfulness respect for peo and other aspects of the world s cultures pie and property and the orderly resolution of dif ferences But each school will also have its own set A balanced and sensitive approach is necessary of values so that it can function with harmony and when exploring topics in this area effectiveness These should be determined in con sulfation with parents and the community Social justice In primary schools a curriculum for social justice has The influence of individual teachers is particularly as its highest priority the development of literacy and powerful in primary schools where children are in numeracy for all children It focuses on the devel their most vulnerable learning years and are opment of their understanding of the wider world and exposed to relatively few models for long periods the processes necessary for lifelong learning of time It would be inappropriate even if it were possible for educators to assume prime Social justice is addressed when responsibility for values learning The influence of a school strives to provide a program to meet the other educational forces such as family peer needs of all children groups church and media on children s values participation in decision making by students are very powerful and should be recognised and accepted Consequently one area of profes parents and teachers is part of school life sional responsibility is to promote strong alliance achievement is encouraged and respected in all between teachers parents and the community to fields — in social relationships the arts and sport marshal wisdom and wishes and to recognise as well as in abstract and logical thinking (the that moral education is shared between home more traditionally acknowledged cognitive areas) school church and community [Health Educa the curriculum is deliberately inclusive reflecting tion in Tasmanian Schools and Colleges A Val the lives interests and values of both sexes ues Perspective 1988) regardless of differing social or cultural back grounds Childrens exploration of value positions enables assessment is explicit and positively highlights them to understand their own value stances and to improvement appreciate the opinions of others Education pro high expectations are held for all students and grams in the primary school should help children to learning goals are negotiated with the students clarify articulate and reflect on their values to sus and their parents pend judgement listen to criticism and change or modify a stance in the light of new information or Time allocation circumstance The allocation of specific amounts of time for the Religious education study of particular fields cannot be systemically prescribed and may even be inappropriate for The Tasmanian Education Act (1932) section 6 prescription by a school Individual children have requires that teaching be non sectarian and secu individual requirements stemming from a range of lar Nevertheless religious traditions have exerted prior experiences

14 A curriculum for children A curriculum for children 15 The crucial factors in any learning program are the engagement of the children in learning and the References teachers and the children s understanding of the nature of each task its purposes and prerequisites This is what makes a universal allocation of time for learning impossible Instead time allocations have to be continually adjusted to meet learning needs Yet when each child s program is taken as a whole it should still provide time for all the essential learnings articulated earlier in this statement Committee on Primary Education 1980 Primary Education in Tasmania A Review for the Education Curriculum balance is directly affected by the alloca Depadment Education Department Tasmania tion of time and resources to the development of the capabilities and to each of the fields of enquiry Education Act 1932 (Tas) (as amended) Allocating time to the various activities and fields is a priority for school community decision making Health Education in Tasmanian Schools and Col The proportions may vary between students as they leges A Values Perspective 1988 Education De progress through schooling partment Tasmania

Balance is not however a simple matter of time Secondary Education The Future (Policy Statement) allocation A balanced program for a child also 1987 Education Department Tasmania depends on a thoughtful approach to teaching and learning the careful organisation of classes sensi tive methods of assessment and good reporting

16 A curriculum for children A curriculum for children 17 Key issues Intellect - a new definition of Yesterday Today and Tomorrow p 5 Leadership - and participation Yesterday Today and Tomorrow pp 16-17 The following key issues are discussed in Our Chil Learning -definition dren The Future The references are to specific booklets in the series Teaching and Learning p 12 - modes Accountability Teaching and Learning pp 9-11 Yesterday Today and Tomorrow pp 17-18 - theories Teaching and Learning pp 2 3 Assessment - audiences for Yesterday Today and Tomorrow pp 14-15 Mass media and technology Successful Schools pp 8-10 Capabilities A Curriculum for Children p 9 Multi modal functioning Teaching and Learning p 31-32 Changing society Successful Schools pp 4-5 National curriculum Yesterday Today and Tomorrow pp 25-27 Community of learners Teaching and Learning pp 16-18 Purposes of primary education Yesterday Today and Tomorrow pp 4-5 Constructivism Teaching and Learning pp 7-8 Religious education A Curriculum for Children p 14-15 Continuity Yesterday Today and Tomorrow pp 23-24 Role of the teacher Teaching and Learning pp 14-18 Curriculum - continuity A Curriculum for Children pp 12-13 Self management - currency Successful Schools pp 19-20 A Curriculum for Children p 13 Social justice - for social justice Yesterday Today and Tomorrow pp 20-22 A Curriculum for Children p 15 A Curriculum for Children p 15 - objectives A Curriculum for Children pp 5-6 Success - factors which affect - time allocation Yesterday Today and Tomorrow pp 8-9 A Curriculum for Children pp 15-16 Successful schools - characteristics of Demonstration Successful Schools pp 13-15 Teaching and Learning pp 27-28 Values Effective teaching - a basis for A Curriculum for Children pp 13-14 Yesterday Today and Tomorrow pp 10-12 Excellence Yesterday Today and Tomorrow pp 22-23 Fields A Curriculum for Children pp 9-10

18 A curriculum for children A curriculum for children 19 Russell Horton Judy Pill Appendix Jan Hunt lan Price Pat Jeffrey Peter Radford Peter Jeffries Ann Revie Betty Jones Sue Richardson Convenors of v ) parties Debbie Jones John Rigby Glenn Jones Margaret Rose Nell Neville Les Bishop Malcolm Kays Bevis Ross Kath Nicholson Wayne Blazely Brendan Kelly Jan Saxton Kevin Bradley Mike Patten Donna Kelly Diane Scott Mike Poate Guy Carey Judy Kemp Marguerite Scott Jeff Cox Garry Roberts Pauline King Bev Shadbolt Elizabeth Daly Gundars Simsons Peter King Kathy Smith Helen French Barry Smith Vicki Knight Lyn Smith Pauline King Garry Southwell Joan Kreemers Miriam Solomon Pe er Kirby Daryl Sproule Carl Lawton Jennie Spaulding Bernard Knight Brian Streets Don Lello Roger Spencer John Laing Craig Tyson Heather Lindsay Marilyn Spinks Dennis MacDonald Frank Van Nieuwkuyk Terry McCarthy Margaret Stackhouse David McLoughlin Ivan Webb Jenny MacDonald Di Tate Arnold McShane Jan Webberley Fay McDonald Maxine Terry Pam Merrington Mike Woods Heather McLeod Shelley Thorne Judy Macknl Mary Tomkinson Members of working parties Vicki Mackrill Jan Towns Vivian Mahina Philip Tyson Lyn Alcock Beth Connor Helen Mallette Rob Warren Greg Ashman Bob Cooper Barb Mawson Adrienne Waters Ruth Barnett Deaine Coyle Jan Milburn Paul Watkins David Bassett Jill Declerk Linda Moir Brian Webberley Leigh Bennett Lyn Donaghue Julianne Moss Maurice Wenn Nigel Bentley Kay Dunbar Chris Murfett Alison White Jane Bird Joan Evans Steven Murray Kim White Louise Bird Michael Fahey Danny Neal Carol Wilson Margo Boardman Michael Ferencz Denise Neal Mane Wilson Debbie Bolton Jan Fletcher Malcolm Orr June Wise Jane Bovill Sally Foley Andy Page Smith Heather Woods Barbara Bowes Marie Gavlick lan Pattie Mike Woods Robyn Boyden Jenny Goddard Bill Pegus Annette Yaxley Jeff Bradley Louise Gough Bill Brain Irene Gray Colleen Breheney Bill Haas The projects Management Group comprised repre sentatives from the working parties the writing team the Doug Bridge Lewis Hamnett Departments Planning Branch the Institute of Senior Doris Hartnett Terry Bnent Administrators University of Tasmania Tasmanian Glen Bromfield Rod Headlam Council of State School Parents and Friends Associa Brian Butler John Heron lions Primary Principals Association Secondary Nigel Carins Martin Hilliard Principals Association Special Schools Association Lyn Colledge Stuart Hobson and Early Childhood Associations Mar) Colvill Bernie Hoggett

20 A curriculum for children A curriculum for children 21

Library Digitised Collections

Author/s: Department of Education and the Arts

Title: Our Children: The Future: A Curriculum for Children

Date: 1991

Persistent Link: http://hdl.handle.net/11343/115689