news

ACSA

March 2017

The newsletter of the Australian Curriculum Studies Association Contents Executive A President’s report 2

A From the Executive Director 4

ACSA information A What If? 2017 biennial conference 5 A acSA webinar series 2017 8 President’s Report A Garth Boomer Award 10 A acSA annual general meeting 12 ACSA works to support educators International conference so that all students have access A IAACS 2018 International World to a meaningful, relevant and Curriculum Studies Conference 13 engaging curriculum. ACSA Paper provides national advocacy A The Foundation to Year 10 Australian Curriculum — and leadership in curriculum. discrete by design but becoming It is committed to curriculum integrated implementation By Susan Caldis 14 reform informed by the principles

ACSA membership form 22 of social justice and equity and respect for the democratic rights of all.

This statement is part of ACSA’s vision and goals which were realised in October last year when over 400 participants Images throughout are supplied attended our very successful symposium: by ACSA or are in the public domain except for background STEM, STEAM or HASS? Interrogating pages 2–3 Nevit Dilman and models of curriculum integration. Luna Park page 6 Adam J.W.C. The program for the symposium prompted teachers, school leaders, systems personnel and academics to reflect on current approaches to curriculum integration and question whether our enthusiasm to try particular integrated approaches is in the interests of our students.

ACSA News The opening speakers helped to March 2017 set the scene with Professor Russell ISSN 0159-7868 Tytler from Deakin University offering © Australian Curriculum Studies Association Inc. advice about the perils and rewards of interdisciplinarity in STEM, Professor This work is copyright. Apart from any use as permitted under the Copyright Act 1968, Michael Anderson from the University no part may be reproduced by any process without of Sydney encouraging us to consider written permission from the ACSA Secretariat: creativity as the innovation literacy in PO Box 331, Deakin West ACT 2600 STEAM, and Associate Professor Deborah Telephone: 02 6260 5660 Facsimile: 02 6260 5665 Henderson from Queensland University E-mail: [email protected] Website: www.acsa.edu.au of Technology posing the question, Design by Angel Ink, Canberra.

2 ACSA news March 2017 executive

President’s Report

‘Is deep learning “the elephant in the schools with evaluations indicating room for integration” in the Humanities participants’ appreciation of the quality and the Social Sciences (HASS)?’ Professor of the two-day program. All presenters Robyn Ewing from the University of gave freely of their time and we are very Sydney responded to the presentations grateful for this willingness to share their reminding us that curriculum integration work with others. is not new, but we should beware of We welcome those participants who focusing on the integration of some became members of ACSA by attending disciplines at the expense of others. the symposium. Through membership At the end of the first day, Dr Kevin you are a now part of a group that:

Lowe from Macquarie University chaired A provides curriculum leadership a panel of speakers discussing whether across the nation integrated curriculum meets the needs A engages in curriculum research of diverse learners. Speakers included: A encourages critical and reflective A Assistant Professor Phillip Roberts, curriculum practice University of Canberra A provides forums for the exchange A Ms Dorothy Hoddinott, Principal, of information on curriculum Holroyd High School developments A Professor Emeritus Alan Reid, A develops and publishes curriculum University of South Australia resources and materials A Mr Grant Smith, Queensland A conducts a biennial conference and Department of Education biennial curriculum symposium

Dr Nicole Mockler’s keynote address A sponsors the Garth Boomer Memorial opened the second day of the Award and Lecture. symposium by examining the historical context of curriculum integration, We hope you will fully engage as a identifying enablers and constraints to member of ACSA by taking part in integration work, and then posing the this year’s webinar program, attending question ‘what would it take?’. Professor the biennial conference in Sydney from Jenny Gore from Newcastle University 4th to 6th October 2017, reading the closed the symposium with an overview articles in our journal, Curriculum of her extensive research examining Perspectives (published online this quality teaching and learning, the use year by Springer), and providing of teaching rounds, and her more recent critical feedback on our work. research into school students’ aspirations. I wish you all a productive and successful In addition to these presentations, 2017 and look forward to meeting you n more than 50 teachers, leaders and all at upcoming events. academics offered workshops and master classes focused on the outcomes of their Judy Anderson extensive experiences in classrooms and ACSA President

ACSA news March 2017 3 from the executive director

This year ACSA is planning to build on ACSA also has plans to present our very successful professional learning Humanities workshops this year. offerings from 2016 and provide even Sign up to our eNews here to be sure more opportunities for ACSA members you receive further information as soon and others to engage in interesting as it becomes available. and rewarding professional learning This year we have handed over the opportunities. publication of our journal Curriculum We are delighted to offer our 2017 Perspectives to Springer and it will be webinar series with stand-alone available online only. ACSA members presentations and two groups of linked will be able to access the journal through sessions — one focusing on assessment the members portal on our website. and the other on curriculum leadership. Each time the journal becomes available You can find more about webinars ACSA members will be notified by email scheduled for Term 1 and Term 2 so please make sure we have your current on pages 8–9. address on our database and let us now if you change your details. In this newsletter you will also find information about ACSA’s 2017 biennial We are looking forward to an exciting curriculum conference which is another 2017 and invite you to join us at one inspiring and rewarding way to engage in or more of our professional learning professional learning. Our conference offerings this year. n committee is very excited about the line-up of confirmed speakers, and there Katherine Schoo are more to come. ACSA members may ACSA Executive Director like to consider submitting an expression of interest to present a workshop, there are a limited number of spaces available. You will find more information in the next article.

4 ACSA news March 2017 2017 conference

By asking ‘What if?’, this exciting conference will present a dynamic range of views on how we can embrace the complexities of curriculum, explore diverse perspectives and contested issues, radically rethink learning and teaching, and bring creative and innovative curriculum to scale.

Conference strands

A What if we radically rethought the learning, teaching, and assessment of curriculum to meet the needs of all learners?

A What if leaders changed the way curriculum was thought about in schools?

A What if curriculum helped us take advantage of diverse perspectives and deal with contested issues?

This conference is for everyone — primary and secondary teachers; middle level leaders, curriculum leaders, principals, government leaders, education authorities, professional associations, academics — with thought what If? provoking keynotes, presentations, Embracing complexity through masterclasses, workshops and a curriculum innovation TeachMeet session. This conference aims to:

A develop teachers’ knowledge and understanding of curriculum innovation

A provide a platform for the sharing of curriculum innovation and diversity issues in schools

A raise teachers’ and leaders’ understanding of diversity and Wednesday 4th October to Friday 6th October 2017 contested issues

Shore School, North Sydney A share research perspectives of curriculum innovation.

ACSA news March 2017 5 conference

ACSA conference The conference starts at 3.00 pm on Wednesday 4th October and closes at 3.30 pm on Friday 6th October 2017. It will take place at North Sydney’s Shore School which overlooks the Sydney Harbour Bridge and Opera House.

Day 1 ends with the President’s reception held on the School’s lawn with views of Sydney Harbour. This is complimentary for conference delegates and includes drinks and canapes. To finish the day — take a stroll through North Sydney’s busy CBD, experience the Blue Street cafe culture, or kick on at the famous Commodore or Greenwood Hotels. Pre-conference workshop: At the end of Day 2 delegates are invited Emerging Leaders Program to join us for the optional conference For the first time, ACSA is offering a gala dinner at the heritage-listed Sunset pre-conference workshop for emerging Room at Luna Park with uninterrupted leaders. Limited to just 40 places. views of Sydney Harbour. Further information coming soon.

REGISTRATION FEES (to be confirmed) ACSA member Non-member

Conference registration per person $600 *$760 from 4–6 October 2017

Optional conference dinner per person $100 $100 on Thursday 5 October 2017

Optional pre-conference workshop per person $300 $350 4 October 2017

* Non-member registration of $760 includes 12 months ACSA personal membership.

Special! Group rates (not available for the pre-conference workshop) ACSA member Non-member

Four to six teachers attending from a school $500 per person *$660 per person when each person attends the whole conference

Seven or more teachers attending from a school $450 per person $450 per person when each person attends the whole conference

* You might like to consider joining ACSA as an institutional member for $240 and registering for the conference at members’ rates.

A certificate of participation for this professional learning opportunity will be issued to all delegates. Please note that to be eligible for your certificate delegates must sign in at the beginning of each day and sign out at the end of each day.

Registrations will open soon! Watch for the email notifications and information at www.acsa.edu.au

6 ACSA news March 2017 conference

Confirmed speakers ACSA is delighted to announce that the following leading experts and speakers (in alphabetical order) have been confirmed for this year’s Australian curriculum conference.

More to be announced shortly together with a highly stimulating program…

A Michael Bignall, Association of Independent Schools NSW

A Kalindi Brennan, Silkwood School

A Nina Burridge, University of Technology Sydney

A Leanne Cameron, Southern Cross University

A Bill Cohen, Asquith Girls High School

A Phillip Cook, Assistant Principal, Bradfield College

A Tracey Donehue, refugee teacher on Nauru A Adelle Dumont, teacher and author Call for expressions A Scott Eacott, University of NSW

A Debbie Evans, Deputy Principal, Wahroonga Public School of interest to present A Carla Gagliano, Masada College a workshop A John Goh, Principal, Merrylands East Public A limited number of spaces are A Tonya Gray, Western Sydney University available for ACSA members to present A Dan Haesler, educator, writer and consultant workshops/papers (45 minutes) on A Gavin Hayes, Parramatta Marist topics focused around the conference A Bianca and Lee Hewes, Northern Beaches Secondary strands (i.e. one of the three ‘What ifs’ College and Merrylands East Public School (respectively) noted on page 5).

A Dr Kooshyar Karimi, author, Journey of a Thousand Storms, Please send an expression of interest to doctor and refugee [email protected] by 31 March 2017. A Bob Lingard, Professor Research Fellow, Queensland University of Technology Please include: A A Donna Loughran, Principal, Doonside High School Title of presentation A A Oma Musa, author, poet and rapper Abstract up to 100 words A A Linda O’Brien, Granville Boys High School Biography note up to 50 words A A Jan Owen, Foundation for Young Australians Statement indicating how the presentation will address one or A Louise Phillips, lecturer, University of Queensland more of the three conference A Jake Plaskett, Director of Learning Innovation, Ruyton School strands. A Stacey Quince, Principal, Campbelltown Performing Arts High School n

A Robert Randall, CEO, ACARA

A Alan Reid, Professor Emeritus, University of South Australia

A Ruth Reynolds, University of Newcastle

A Yasodai Selvakumaran, Rooty Hill High School

A Lou Single and Melissa Fotea, Youth Off the Streets

A Paul Taylor, Principal, Turramurra North

A Tania Vaughan, Social Ventures Australia

A Penny Vlies, educator

A Abi Woldhuis, Roseville College Primary School

A Deena Yako, Parents Café, Fairfield, refugee

ACSA news March 2017 7 webinars 2017 Professional learning from your desktop

Like last year, 2017 promises to be busy with ACSA offering exciting professional development opportunities through the webinar format to ACSA members and other interested educators.

Term 1 will start with two presentations taken from last year’s Symposium on curriculum integration. If you missed that event, you will now have a chance to access Carly Sawatski’s ‘Connecting learning areas: Bringing interdisciplinary learning to life’ on 16 March, which will be followed by Jayne Heath and Matt Verdon’s presentation ‘Interdisciplinary Curriculum: Lessons learnt the hard way’ on 28 March. More presentations from the Symposium are scheduled for later in the year so watch out for our eNews notifications about those.

Also in Term 1 we have rescheduled webinar from Margaret Shearer and Sherridan Emery ‘Cultural wellbeing in Australian schools’ on 22 March.

8 ACSA news March 2017 webinars

2017 TERM 1 and 2 webinar schedule TERM 1

Thursday 16 March Connecting learning areas: Bringing Carly Sawatski, Monash University interdisciplinary learning to life

Wednesday 22 March Cultural wellbeing in Margaret Shearer and Sherridan Emery, St Brendan-Shaw Australian schools College, Devonport and University of Tasmania (respectively)

Tuesday 28 March Interdisciplinary curriculum: Jayne Heath and Matt Verdon, Australian Science and Lessons learnt the hard way Mathematics School

TERM 2 — Assessment series

Tuesday 9 May Assessment the big picture Lenore Adie, Australian Catholic University

Tuesday 16 May Purpose of assessment Lenore Adie, Australian Catholic University

Tuesday 23 May Assessment and school leadership — Jill Willis, Queensland University of Technology leading for change

Tuesday 30 May Providing feedback Julie Hennessey, Brisbane Girls Grammar School

Tuesday 6 June Differentiated assessment Jill Willis, Queensland University of Technology

Tuesday 13 June Using data to drive change Yvonne Harvey, Wyndham Secondary College, Victoria

Click title of Term 1 Term 2 will be another great opportunity webinars for more especially for those educators wanting Webinar details information. to hone their knowledge around Time: Tuesdays at 7.00 pm AEST assessment. We are delighted to have Where: Online, wherever you like! expert academics and practitioners Duration: Approximately one hour presenting on a range of topics across per webinar a series of six webinars — every Tuesday evening from 9 May. Check the details Prices below are GST inclusive in the schedule above — you may be Term 1 prices (per session) interested in one webinar but there ACSA member $60 are savings for those attending all Non-member $80 six sessions as well as for those in a Term 2 prices (for six sessions) group from the same school, institution Individual or department. ACSA member $300 For Term 3 we are planning a series Non-member $400 that focuses on curriculum leadership. Group (five or more people We will provide more details as they from the same institution) are resolved. ACSA member $200 ACSA webinars are an easy and Non-member $300 very cost-effective means of accessing More information is available at essential professional learning hours. acsa.edu.au/webinars Each ACSA webinar addresses key Australian Professional Standards for Teachers. Following the webinar, attendees receive a Certificate of Participation and a link to a recording of the entire session for your own use or to share with colleagues. n

ACSA news March 2017 9 GARTH BOOMER AWARD Invitation to nominate for the Award Garth Boomer (1940–93) In recognition of Garth Boomer’s contribution to school-based Garth was one of Australia’s major curriculum theory and practice, ACSA invites nominations contributors to the advancement of for the Garth Boomer Award. The Award will be presented in school-based curriculum development. conjunction with the ACSA Biennial Curriculum Conference Through his publications and his work in Sydney. This is a team award that recognises the work as the Director of Wattle Park Teachers of two or more educators working together to promote Centre in Adelaide, Garth encouraged collaborative principles in a school. The team may include teachers to see education as a teachers, students, consultants, parents, academics or others. collaborative partnership between themselves and their students. The recipients of the Garth Boomer Award receive a certificate and $2000 to assist in furthering the work being recognised. During subsequent positions as Director A representative from the team will be the guest of ACSA at of the Curriculum Development Centre, the 2017 ACSA Biennial Curriculum Conference where they Chairman of the Commonwealth Schools will be presented with their award. Commission, Interim Chair of the Schools Council and Associate Director of Education in South Australia, Garth was also an advocate for teachers being responsible for what is taught in their own classrooms.

10 ACSA news March 2017 Boomer

What was Garth’s What are the criteria educational philosophy? for the Award? Garth believed in the power of children In five pages or less please provide to learn, the promotion of children’s evidence of one or more of the following: understanding of how they learn, and A Critical literacy practices that the value of inquiry and experiment in question power, inequality and learning. He strongly advocated that injustice. teachers should negotiate curriculum A Curriculum that is developed, with their students. Such negotiation negotiated and constructed with requires that, for example participants and key stakeholders. A curriculum intentions should A Learners thinking about how they be made explicit to students can learn and reflecting on their A students should be ‘actors’, learning strengths. not just be ‘acted upon’ A Team-based and collaborative A curriculum, including assessment, learning capabilities. must involve collaboration between A Inquiry-based learning that is teacher and student innovative and outcomes focused. A power relationships in the classroom, A Curriculum that highlights the school or system should be student and their learning at the heart examined. of its design and implementation. Click here to view Garth’s writing and philosophy. Nominations Nominations must be submitted on the Garth Boomer Why does ACSA present Award Nomination cover sheet available on the ACSA website: http://www.acsa.edu.au/pages/images/ the Award? Nomination%20Form%202017.pdf Nominations may It is appropriate that ACSA recognise be submitted by the nominees themselves, colleagues and commemorate Garth’s substantial or others familiar with the work. A description of the contribution to educational thinking and work indicating how it meets the Award criteria must practice, because ACSA and Garth share be provided to enable the judges to determine the a similar educational philosophy. Garth merit of the contribution. was involved in establishing ACSA and he supported ACSA directly in a number Names and addresses of two referees who are familiar of ways, including the organisation of with the work of the nominees should be included, the first biennial conference in Adelaide as well as the name and address of the proposer. in 1983. Nominations must be received by Friday 14 July 2017.

Nominations should be emailed: Attention — Executive What is the nature Director [email protected]. If your work, or that of a colleague, centres on an aspect of the criteria above, of the Award? please consider sending in a nomination, we would The Garth Boomer Award is made be delighted to receive it. to members of a team of two or more n educators who have made a significant contribution to promote collaborative principles in a school. The award is made at a special ceremony at ACSA’s biennial conferences in conjunction with the Garth Boomer lecture.

ACSA news March 2017 11 Notice of ACSA 2017 Annual General Meeting

AGMIn accordance with the ACSA Notice of special resolution constitution the Annual General Meeting to be put to the 2017 AGM: of the Australian Curriculum Studies Constitutional change Association will be held in conjunction The ACSA Executive is proposing with the first Executive meeting of the the following changes to the ACSA year. constitution:

The meeting will take place at 10.00 am A Resolution 1: That clauses 4.2, 4.3, on Saturday 28 April 2017 in the 5, 5.7, 5.8, 7.4.2, 10.2, 10.3, 10.4, Colebrook Room at Shore Sydney Church 15.4, 16.2, 18.1.2 and 18.2.2 of the of England Grammar School, Blue Street, constitution be amended to provide North Sydney, New South Wales. ACSA with the ability to conduct voting for the ACSA Executive All ACSA members are invited to attend. elections and constitutional change either by postal or electronic ballot. Agenda Rationale: ACSA would like to have the option of conducting voting A Welcome electronically. The Executive is A Apologies proposing adding electronic ballots A Minutes of previous Annual General to the constitution in each clause Meeting where postal ballots are mentioned.

A President’s Report A Resolution 2: That clauses 8.1 and A Executive Director’s Report 12.1 of the constitution be amended A Secretary-Treasurer’s Report, including to remove reference to the Primary audited financial statements for the and Middle Years Educator editor. year ended 2015. Rationale: ACSA is no longer publishing the Primary and Middle Christine Reid Years Educator, therefore, in the ACSA Secretary-Treasurer interest of keeping the constitution up to date the Executive proposes that reference to the appointment of the Primary and Middle Years Educator editor be removed from the constitution.

ACSA’s constitution can be found at www.acsa.edu.au under About ACSA.

12 ACSA news March 2017 International World Curriculum Studies Conference

Article written by The next World Curriculum Studies It is indeed timely and appropriate Professor Bill Green Conference will be held in Melbourne for this next conference to be situated (for the planning in December 2018. The conference, in the Asia-Pacific region. Australia is committee) under the auspices of the International clearly but ambivalently located in Association for the Advancement of the ‘south’, that is, geopolitically Curriculum Studies (IAACS), will be and increasingly economically in co-hosted with the Australian Curriculum Asia while being associated historically Studies Association (ACSA) and the more with British and more generally Australian Association for Research European traditions and cultures. in Education (AARE). It will be held at Furthermore, Australia’s own complex the University of Melbourne, located history of indigenous displacement in the heart of the city. and its commitment to reconciliation and recognition in this regard provides The conference will take place over a major imperative in terms of the three days and is to be structured in challenges, at once local, national terms of plenary keynote addresses, and global, of rethinking curriculum invited feature panels, and paper praxis and inquiry, worldwide. These presentations. are some of the tensions and complexities Consistent with the mission of IAACS that will, we hope, shape and inform and in the tradition of previous events, the conference — the sixth and most this conference will have an explicitly recent in a series of such events. international orientation, with a view to We invite you to start planning now furthering the project of transnational to attend, with a view to being both curriculum inquiry, albeit drawing on intellectually stimulated and culturally what are often distinctively national enriched, experiencing Melbourne at its perspectives, and working within very best, and Australia more generally, and across them. Participation and and engaging with richly informed contribution is hereby invited from curriculum scholarship from all over curriculum scholars working in different the world. countries across the world.

​For further information visit the conference website http://www.iaacs2018.info/

ACSA news March 2017 13 PAPER The Foundation to Year 10 Australian Curriculum: Geography — discrete by design but becoming integrated during implementation

The 2016 ACSA Symposium with its focus on integrated curriculum provided the inspiration for this literature review by Susan Caldis, Vice-President of the Geography Teachers Association of NSW and Secretary of the Australian Geography Teachers Association.

14 ACSA news March 2017 PAPER

Some insights about ‘why?’, ‘how?’ and ‘what next?’ for Geography in Australian schools

Contemporary professional dialogue among A reaching agreement about the definition, Australian educators about the possibilities interpretation and use of key terms such associated with the design and implementation as ‘Australian Curriculum’ and ‘integrated of an integrated curriculum approach towards curriculum’ requires regular clarification due teaching, learning and assessment in schools to the range of stakeholders involved in this is complex and contestable. Henderson (2016) debate (Brady & Kennedy, 2014). and Reid (2016), effectively draw on the work of influential 20th century educational theorists such Australian educators have much to consider from as Bruner and Dewey to emphasise the relevance, the experience of international colleagues who enablers and constraints of an integrated approach have been using an integrated curriculum approach towards curriculum delivery, while also suggesting towards teaching, learning and assessment for what this approach might look like for Australian several years. It is these experiences which will be students and teachers as part of a 21st century explored and applied to the Australian geography learning routine. While this curriculum-focused education context, with the aim of proposing an discussion is not new and occurs at an international appropriate message about the suitability of using scale, the current debate about the suitability of an integrated curriculum approach for this subject. adopting an integrated curriculum approach to teaching and learning in Australia has become Understanding the problem and context robust and problematised by the following scenarios: Using and translating curriculum-centric nomenclature is problematic due to the range of A the recently endorsed and published Australian stakeholders involved in curriculum development Curriculum was developed in three phases and implementation processes. Each stakeholder (ACARA, 2012a, p. 4) and therefore effectively seeks to find meaning according to their area in subject silos of interest and this becomes reflected in their A as a result of selected subjects being approved interpretation and messaging about a curriculum by education ministers for inclusion in the in focus. Therefore, throughout this response, Australian Curriculum suite (MCEETYA, 2008, when referring to an ‘integrated curriculum’ pp. 14–15) professional associations and or ‘curriculum integration’, it is understood in academics have been very active in promoting alignment with the work of Tyler (cited in Smith and justifying the importance and discrete & Lovat, 2006, pp. 122–123) where content and nature of their subject learning experiences are connected as a holistic task A the only national guidance about through horizontal integration i.e. “the deliberate implementation from the Australian Curriculum, linking of what is being learned from one subject to Assessment and Reporting Authority (ACARA) is another”. This also correlates with Dowden’s (2014) “Jurisdictions, systems and schools will be able understanding of curriculum integration as being to implement the Australian Curriculum in ways where meaningful teaching and learning activities that value teachers’ professional knowledge, are designed across several subjects or disciplines. reflect local contexts and take into account The justification for encouraging educators to individual students’ family, cultural and adopt an integrated curriculum approach towards community backgrounds. Schools and teachers teaching, learning and assessment is contained determine pedagogical and other delivery within the 21st century learning mantra where considerations.” (ACARA, 2012b, p. 11) complex problems are best solved through inquiry based learning, conceptual cross-disciplinary understandings and real-life contexts that require

ACSA news March 2017 15 PAPER critical and creative thinking to gain new By understanding that the intent of the Australian perspectives and possible solutions or strategies Curriculum for each subject is not to suggest for moving forward (Acedo & Hughes, 2014, preferred or possible pedagogies but to purely pp. 514–519). remain “a continuum of learning that makes clear to teachers what is to be taught across the years of According to Brady and Kennedy (2014, pp. 2–9) schooling” (ACARA, 2012b, p. 10) it is easier to curriculum stakeholders include students, parents, understand why a curriculum stakeholder such as a teachers, government, businesses, universities and professional association like AGTA would interpret community groups — each bringing a potentially the Foundation to Year 10 Australian Curriculum: conflicting and competitive interest to a local, Geography as a reason to actively promote the regional, national or global debate about the distinctiveness of Geography and best-practice purpose, shape and form of a given curriculum. methodologies for teaching this subject rather Surprisingly, professional associations are not than encourage dialogue around Geography being specifically mentioned by Brady and Kennedy part of an integrated curriculum approach. The (2014) as a stakeholder group, yet in the Australian Curriculum for Geography is a national ACARA-led curriculum development process statement about what geographical knowledge, for the Foundation to Year 10 Australian Curriculum: understandings and skills are to be taught and , one of the most salient and influential Geography developed, however, without a national approach stakeholder groups was the professional association and specific guidance towards explaining why — the Australian Geography Teachers Association Geography is important, how it should be taught (AGTA). This was due primarily to their ‘legitimacy’ and the provision of suitable teaching resources i.e. national recognition as experts in the field, (as evidenced through the work of Hutchinson & and well-established ‘co-operative relationship’ Kriewaldt, 2010; Kleeman, 2014; and McInerney, with ACARA (Caldis, 2014). It was the lens of Berg, Hutchinson, Maude & Sorensen, 2009), the these geography experts that contributed to this ACARA document becomes just words on a page. curriculum being interpreted partly as a vehicle towards achieving parity with History and restoring perceived balance in the Australian Curriculum suite of subjects. It could also be argued that AGTA (as a key stakeholder in the development of a national curriculum for Geography) interpreted their engagement in the curriculum development process as a justification to be involved in further research about exemplary Geography teaching practice, conduct international benchmarking to ensure quality and world-class status, and produce resources to support the curriculum (Kleeman, 2014). AGTA was not only concerned with the quality of knowledge, understanding and skills in the curriculum but was looking ahead to what teachers would need to effectively deliver this curriculum upon its endorsement and publication. Overall, AGTA’s actions were reflective of suggestions put forward by Brady and Kennedy (2014, pp. 2–9, 15): as a stakeholder AGTA brought their own interpretation and meaning to the curriculum. Furthermore, AGTA focused on what was going to happen as part of implementation because this has the most significant effect on teachers and students as it becomes contestable depending on the meaning and value placed on the curriculum by stakeholder groups.

16 ACSA news March 2017 PAPER

As a result, what is contestable about American entrepreneur Dintersmith (2015) implementation of the Foundation to Year 10 reinforced the need for school education to become Australian Curriculum: Geography from AGTA’s more relevant by focusing on the provision of perspective becomes twofold: opportunities for students to develop 21st century

A will an integrated approach towards curriculum capabilities. He challenged school leaders to delivery for Geography enable the geographical consider providing a skills-focused education focus, conceptual complexity and discipline- where timetable structures were changed to specific ways of thinking, and specific enable integrated learning opportunities; where geographical skill-set to be retained and independent study options were provided so deepened rather than being lost? (Maude, students can find their passion and purpose; and 2014a, p. 8; 2014b, pp. 13–14) where students were involved in decision making. Throughout the TEDxTalk, Dintersmith (2015) A if the answer to the above question is ‘yes’, revealed his disillusionment about the quality and how can AGTA best shape this message to relevance of education his children were receiving. geography educators?, particularly in light of He decided to take action, as a parental stakeholder, communication about Geography since 2009 by funding the production of a documentary Most has been focused on its distinctiveness as a Likely To Succeed. The purpose of this documentary subject and also the methodologies associated was to influence the mindset of educational with best-practice geography teaching as stakeholders from being one that valued an reflected in theStandards for Accomplished education focused on “chasing standardised test Geography Teaching (Hutchinson & Kriewaldt, results” to one that valued education as being a 2010). means of equipping students for life beyond school. Dintersmith’s (2015) interpretation of a worthwhile Understanding the significance and relevant school curriculum (or program of of this problem study) is one focused on encouraging creativity and curiosity, developing resourcefulness, perseverance Nationally, the professional dialogue about and resilience, and providing opportunities for adopting an integrated curriculum approach in students to engage with authentic problem schools is dynamic, compelling, controversial solving and team work scenarios. With a parents’ and ‘loud’ — anecdotally it could be said this interpretation in mind, it would be reasonable to conversation is occurring everywhere from suggest that curriculum integration (see p. 15 of this informal face-to-face discussions to formal newsletter) is an appropriate strategy for enabling symposiums, from small action research teams relevance and effectively equipping young people working in schools to large, public Twitter chats for the demands of life in the 21st century. (and equivalents on various social media platforms). Internationally, it would seem this is also the case. Pasi Sahlberg (2012), a renowned Finnish educator, In an Australian context, part of the contestability presented a TEDxTalk about Finland’s education around curriculum integration is that it appears system and why it is ranked as one of the top to be focused around specific subjects such as performing nations in education. One reason Science, Technology, Engineering and Mathematics put forward is the lack of standardised testing, (STEM), leading to the perception that Geography justified because it is said to stifle creative and is not an integral component of an integrated innovative practice in schools. Other reasons curriculum — but is this an accurate perception? included the emphasis placed upon “talent, time and technology”, where, similar to the message In returning to the reason why an integrated from Dintersmith (2015), providing opportunities curriculum approach is being encouraged for students to use their own mind, develop their (see the last paragraph on page 15) a range of imagination and discover their personal area of international and national perspectives about interest or talent is a priority; likewise the use curriculum integration will be explored, followed and structure of timetables in schools is adjusted by a reflection about what this could mean from the typical set-up to maximise efficiency and for Geography and therefore future messages productivity from integrated curriculum approaches. AGTA could consider in future communication It is interesting to note the correlation between to geography educators about curriculum Dintersmith (2015) and Sahlberg (2012) in their implementation.

ACSA news March 2017 17 PAPER emphasis of effective education needing to Another advocate for adopting an integrated move towards development of a holistic skill-set, curriculum approach towards teaching, learning restructuring traditional school timetable structures, and assessment but specifically within a middle- and moving away from standardised testing, because years schooling context is Australian educator Dintersmith and Sahlberg are interpreting what is Dr Tony Dowden. In his research about the essentially an argument in favour of curriculum appropriate design of an integrated curriculum integration from very different perspectives. approach, Dowden (2014, p. 3) draws on literature Sahlberg’s interpretation emanates from his and interviews with teachers to help “open a experience as a school and tertiary-based educator to conversation about the nature and purpose of now being an advisor to international governments curriculum integration … with a view to developing about educational improvement. Typically, this a coherent and focused curriculum message”. stakeholder view would be connected to advocating Key messages emerging from Dowden (2014) educational improvement being measured by test include reinforcement about the suitability of results; therefore, stakeholder interpretation is also using integrated curriculum approaches in the very much dependent on contextual experience. middle years or schooling, and for teachers to ensure that curriculum integration of subjects It becomes apparent from the work of Dintersmith occur only between points of authentic connection (2015) and Sahlberg (2012) that a lack of rather than being forced to fit into a conceptual standardised testing and provision for independent understanding or theme. Other recommendations study to discover a personal area of interest and include the necessity for a clear rationale to frame aptitude could be very powerful triggers to push the learning where assessment will be ongoing Geography into the integrated curriculum debate. and aligned to the integrated program; the need There is no standardised national testing specific to for opportunities to be provided for student choice Geography per se in Australia and there are multiple and voice in the design and implementation of an opportunities for students to engage with fieldwork integrated curriculum program; and ultimately, to and secondary research based investigations in be appropriate. It is interesting that Dowden (2014, a content area or place of personal interest that p. 25) closes his article with a point of caution — could easily connect with subjects such as Science, “be aware of the need to prepare students for History, Economics and Business, Mathematics academic success in their senior years, and or cross-curricula themes such as sustainability. avoid curriculum integration if it does not Aligned to the message about the guiding principles ensure students will build strong disciplinary of a 21st century education from Acedo and Hughes foundations”. This could appear as being in conflict (2014), Emeritus Professor Alan Reid (2016) spoke with his in-favour stance around curriculum convincingly at the ACSA 2016 Symposium about integration overall, while reflecting on what enabling effective curriculum integration across all Brady and Kennedy (2014) say about the need to subjects of the Australian Curriculum through the understand different stakeholder’s interpretations. general capabilities. In his speech, Reid (2016) In response to Reid (2016) and Acedo and Hughes proposed that the subjects and learning areas (2014) the deep conceptual understanding are “an ally” of curriculum integration rather demanded by the geography curriculum particularly than a “downgrade” of the individual discipline. around ‘change’, ‘scale’, ‘interconnections’ and He suggested it was the siloed curriculum design of ‘place’ have appropriate links with History and with the Australian Curriculum suite together with typical the addition of ‘environment’ provide suitable and school organisational structures and a preference intended links with Science. The preference for for teachers to employ explicit instruction in their inquiry-based learning in the teaching of Geography classrooms that were the obstacles to curriculum reflects pedagogies associated with other subjects in integration. In Reid’s opinion, the general the Humanities learning area and also with Science. capabilities enhance curriculum integration because The emphasis on application skills is another point they are a skill-set applicable to all subjects. Through of consideration in determining the suitability value engagement with integrated curriculum inquiries, of Geography being part of an integrated curriculum Reid believes that students can share knowledge approach. By referring to examples such as these, about themes and conceptual understandings as reinforced by the caution from Dowden (2014) well as apply their knowledge to a range of contexts about only integrating subjects with appropriate both within and across key learning areas.

18 ACSA news March 2017 PAPER

and authentic links could be a message that her reasoning for encouraging teachers to use meaningfully links previous communication an integrated approach to teaching, learning about the distinctiveness of knowledge, skills, and assessment drew on several examples. understandings and pedagogies in Geography Firstly, it is the prevalence of significant, common with the current rhetoric about designing relevant, conceptual understandings including ‘change’, skills-oriented educational opportunities for students ‘time’, ‘place’, ‘people’ that provide opportunities as part of curriculum implementation. for authentic connections to be made and integrative opportunities to occur between There are clear positions in support of curriculum subjects such as Geography, History and Civics integration more broadly that geography educators and Citizenship. This suggestion particularly can access, reflect on, and reach an informed reflects the work of Dowden (2014) and Reid decision about whether or not this a pathway (2016) and would be one of interest to geography worth exploring. However, for influential educators. Secondly, it is the focus on inquiry-based geography education stakeholders such as AGTA, learning strategies for all HASS subjects together this decision would also need to connect with with the inquiry emphasis being shaped around and incorporate reflection from the experience of the development and acquisition of skills such those who have adopted an integrated curriculum as problem solving, collaboration, improvisation approach within a Humanities learning area and and innovation (critical and creative thinking). Geography-specific context. This proposition correlates nicely with ideas put At the ACSA 2016 Symposium, Associate Professor forward about curriculum integration from Acedo Deborah Henderson proposed that an integrated and Hughes (2014), Dintersmith (2015) and Reid curriculum approach is most suitable for subjects (2016). Thirdly, Henderson (2016) discussed the of the Humanities and Social Sciences (HASS) need for personalisation in learning activities learning area. Her stakeholder perspective focuses where students have the opportunity to engage on teacher education, so it is reasonable to deduce with individual areas of interest and be involved that Henderson’s interpretation of curriculum in the development of an integrated curriculum implementation stems from the lens of improving program. This reinforces specific recommendations educational outcomes for both students and made by Dintersmith (2015), Reid (2016) and teachers. In Henderson’s (2016) keynote speech, Sahlberg (2012).

ACSA news March 2017 19 PAPER

Grubbs and Grubbs (2015) perceive ‘technology’ should be organised around the development of as being an authentic connector of subjects such skills such as critical thinking and problem solving, as Geography, Science and Mathematics. Their communication and collaboration, ICT literacy interpretation of debate around the merits of an and initiative and self-direction rather than integrated curriculum radiate from their experience focus on geographical content being covered as educational experts in the field of Social Studies in isolation — “content will flow from skill in a school context (aka HASS in an Australian development” (McInerney, 2010, p. 29). context) and STEM education in a doctoral studies As an Australian leader in geographical education context. Grubbs and Grubbs (2015, pp. 18–19) were and the Chairperson for AGTA throughout the concerned about the declining candidature and curriculum development process of the Foundation “lacklustre instruction” occurring in Geography to Year 10 Australian Curriculum: Geography, it was and Science, and the popularity of Technology- McInerney’s responsibility to disrupt traditional focused subjects among students in schools so thought-processes about what a geography they used this interpretation as a reason to move curriculum and geography education should forward with an integrated curriculum approach for look like in the 21st century. Similar sentiments Geography, Science, Mathematics and Technology. are echoed by Butt and Lambert (2014) in the The intention of this curriculum program was to context of developing a national curriculum provide students with a choice driven, authentic for Geography in England. learning experience that connected overlapping conceptual understandings to a real-world problem. Feedback from this initiative revealed heightened Conclusion levels of engagement throughout the learning The literature reveals a synergy about the ‘what’, process in comparison to previous instructional ‘why’ and ‘how’ of using an integrated curriculum strategies which included the teaching of subjects approach overall and specific to Geography. Now in isolation. The emphasis on conceptual the uniqueness of Geography as a subject and understanding, inclusion of choice and integrating its associated teaching methodologies have only between appropriate subjects clearly reflects been reinforced for several years, perhaps it is an key messages from Dintersmith (2015), Dowden appropriate time for the professional association (2014), Reid (2016), Sahlberg (2012) and effectively to return to a discussion about skills — 21st century reinforces the position from Henderson (2016). skills and their visibility and application in the Australian Curriculum for Geography. This would In the early stages of developing the Foundation form another part of AGTA’s dialogue about ‘why’ to Year 10 Australian Curriculum: Geography, Geography is an important subject. Research McInerney (2010) challenged geography educators confirms that skills, conceptual understandings to consider 21st century learning requirements and and opportunities to enable students to investigate their application to a geography curriculum and areas of personal interest are the most authentic classroom. The need for ‘Geography’ to be inquiry- and useful ways to connect subjects and develop focused, connect with other subjects through an integrated curriculum strategy. Therefore, lenses such as sustainability, encourage creativity this could be an effective message to release and communication as well as be flexible and to geography teachers with clarification being enable personalisation were just some of the points that an integrated curriculum approach is just raised by McInerney (2010, pp. 26–27). In short, one option to consider when planning for geography education and a geography curriculum curriculum implementation, not the only option.

20 ACSA news March 2017 PAPER

References Acedo, C. & Hughes, C. (2014). Principles for learning and competencies in the 21st century curriculum. Prospects, 44, 503–525. doi: 10.1007/s11125-014-9330-1 Australian Curriculum, Assessment and Reporting Authority (ACARA). (2012a). Curriculum Development Process v6.0. Retrieved from http://www.acara.edu.au/_resources/ACARA_Curriculum_Development_Process_Version_6.0_-_04_ April_2012_-_FINAL_COPY.pdf Australian Curriculum, Assessment and Reporting Authority (ACARA). (2012b). The Shape of the Australian Curriculum v4.0. Retrieved from http://www.acara.edu.au/_resources/the_shape_of_the_australian_curriculum_v4.pdf Brady, L. & Kennedy, K. (2014). Curriculum construction (5th ed). Malaysia: Pearson Australia. Butt, G. & Lambert, D. (2014). International perspectives on the future of geography education: an analysis of national curricula and standards. International Research in Geographical and Environmental Education, 23(1), 1–12. doi: http://dx.doi.org/10.1080/10382016.2013.858402 Caldis, S. (2014). Interested and influential: The role of a professional association in the development of the Foundation to Year 10 Australian Curriculum: Geography. Geographical Education, 27, 51–59. Retrieved from http://www.agta. asn.au/files/Geographical%20Education/2014/Geographical%20Education%20Vol%2027,%202014%20-%20Caldis. pdf Dintersmith, T. (Presenter). (2015, August 25). Prepare our kids for life not standardized tests [TEDxTalks, TEDxFargo], Fargo, United States of America. Retrieved from https://www.youtube.com/watch?v=Rvhb9aoyeZs Dowden, T. (2014). Challenging, integrated, negotiated and exploratory curriculum in the middle years of schooling: Designing and implementing high quality curriculum integration. Middle Years of Schooling Association, 14(1), 16–27. Retrieved from http://www.adolescentsuccess.org.au/wp-content/uploads/2014/06/MYSA_Journal_14_ num_1_16-27.pdf Grubbs, M.E. & Grubbs, S. (2015). Beyond Science and Math: Integrating Geography education. Technology and Engineering Teacher, 74(4), 17–21. ISSN: ISSN-2158-0502. Henderson, D. (2016). HASS: Is deep learning ‘the elephant in the room for integration’ in the Humanities and Social Sciences? Keynote presented at Australian Curriculum Studies Association 2016 Symposium, STEM, STEAM or HASS? Interrogating models of curriculum integration. Sydney, Australia. Hutchinson, N. & Kriewaldt, J. (2010). Developing Geography Standards: Articulating the complexity of accomplished Geography teaching. Geographical Education, 23, 32–40. Kleeman, G. (2014). Submission to the Review of the Australian Curriculum. Submitted by the Australian Geography Teachers’ Association Limited. Geographical Education, 27, 7–12. Maude, A. (2014a). Comments on the recommendations relating to Geography in the Review of the Australian Curriculum. Geographical Education, 27, 13–18. Maude, A. (2014b). Understanding and teaching the Australian Curriculum: Geography for primary schools. Australia: Hawker Brownlow Education. McInerney, M., Berg, K., Hutchinson, N., Maude, A. & Sorensen, L. (2009). Towards a National Geography Curriculum for Australia. Retrieved from http://www.agta.asn.au/files/Resources/2009/Towards_a_nat_geog_curric_Final.pdf McInerney, M. (2010). Implications of 21st century change and the Geography curriculum. Geographical Education, 23, 23–31. Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_ Declaration_on_the_Educational_Goals_for_Young_Australians.pdf Reid, A. (2016). Integrated curriculum to meet the needs of diverse learners? Speech as part of a panel session presented at Australian Curriculum Studies Association 2016 Symposium, STEM, STEAM or HASS? Interrogating models of curriculum integration. Sydney, Australia. Sahlberg, P. (Presenter). (2012, June 27). GERM that kills schools [TEDxTalks, TEDxEast] New York, United States of America. Retrieved from https://www.youtube.com/watch?v=TdgS--9Zg_0 Smith, D.L. & Lovat, T.J. (2006). Curriculum: Action on reflection (4th ed). South Melbourne, VIC: Cengage Learning Australia.

ACSA news March 2017 21 ACSA membership form/Tax invoice

Please tick the form of membership you would prefer.

[ ] Institutional. Schools, libraries, institutions, associations $240.00 [ ] Personal. Teacher, consultant, researcher, educator $160.00 [ ] Concession (R). Retired from employment $85.00 ACSA membership 2017 Membership entitles you to one login account to the Membership is for the 12-month members area of the ACSA website. Institutional members period from the time of joining and can obtain additional login accounts for $30.00 each. is tax deductible. These rates are valid until 31 December 2017. Australian membership fees are inclusive of GST. Subscriptions $240 Institutional — for schools, to ACSA are for the 12-month period from the time of joining libraries, institutions and associations and are tax deductible. $160 Personal — for educators, teachers, researchers and consultants Your details $85 Concession (R) — available to retired Name ______people not in employment Organisation ______Institutional members are entitled to one login account to the members area of the ACSA website. Postal address ______Additional login accounts can be obtained for $30. ______

Prices are in Australian dollars. Telephone / mobile (BH) ______For a membership application form, contact Facsimile ______the ACSA Secretariat at the address on page 2 or download a form from the website www.acsa.edu.au E-mail ______Prices are inclusive of GST except for overseas membership Additional logins @ $30.00 each. Number required ______Sub-total $ ______what If? (Additional logins, if applicable, and membership type) Total amount $ ______

Curriculum Perspectives is a benefit of membership and is published in April and November. Back copies are available to members for $30.00 each. The journal is also available online for members.

Fee paid by enclosed please [ ] Cheque [ ] made payable to ACSA Inc. OR charge my Mastercard [ ] Visa [ ] AMEX [ ]

Card number ______/______/______/______

Expiry date ______/______Card Verification Value (CVV) ______

Cardholder’s name ______

Signature ______

Post or fax completed form, along with your payment details to ACSA PO Box 331, Deakin West ACT 2600 Australia Fax 02 6260 5665

(ACSA INC.) ARB NO. 065 200 599 ABN 96 448 466 168

22 ACSA news March 2017