National Curriculum a step forward

16 October 2014

In last year's announcement of a review of the Australian Curriculum, Federal Education Minister Christopher Pyne acknowledged the value of a national curriculum but argued for a review to ensure that 'it genuinely met students' needs, matches parents' expectations and drives education quality'.

Dr Kevin Donnelly and Professor Ken Wiltshire have delivered a 288 page report with 30 recommendations. The report traverses widely over the educational landscape, from the governance of the Australian Curriculum, Assessment and Reporting Authority (ACARA) and consultation with parents, to discussion of teaching pedagogies and analysis of curriculum content. It also suggests areas for further research and analysis.

A specific focus is that of the three cross-curriculum priorities that were designated to be taught as part of every subject in school: indigenous history and culture, Australia's engagement with Asia and sustainability. The practicality of applying these priorities across the whole curriculum in a meaningful and relevant way appeared problematic, and ran the risk of notional reference in teaching programmes so as to satisfy the requirement.

In Recommendation 17 the Review argues that these cross-curriculum priorities instead be embedded 'explicitly, and only where educationally relevant, in the mandatory content of the curriculum'. Provided this is done, and done well, this recommendation will be well-received by those on the ground entrusted with designing teaching and learning programmes.

Another focus of the Review is that of an overly crowded curriculum. There is also a perceived need to emphasise more strongly the core material necessary for a good foundation for learning.

The Australian Curriculum had made some significant progress in this area. In English, for example, it included an emphasis on a return to basics in teaching grammar. In Mathematics, also, the amount of content was diminished somewhat in favour of greater depth in covering the three main 'content strands' - numbers and algebra, measurement and geometry, statistics and probability. There are times when we need to teach less so as to teach more.

There remained concerns, however, that too much content was being delivered, particularly in the Primary sector. In Recommendation 12 the Review called for a narrow core of required teaching, and more explicitly that Foundation to Year 2 should focus on literacy and numeracy. This recommendation should find favour with many teachers worried about overloaded programmes, and with parents concerned that the basics of literacy and numeracy be established in the early years. The challenge here is to not become too restrictive –

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National Curriculum a step forward

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