Primary Matters

Primary Matters May 2005

extracted from Board Bulletin, volume 14, number 2

Contents

Board receives extensive feedback on Primary Curriculum

The Board of Studies has received over 600 survey responses and 65 submissions from primary teachers, principals and key education groups in response to its Consultation Paper: Defining Mandatory Outcomes in the K–6 Curriculum.

The Board’s consultation paper and accompanying survey – developed in close consultation with experienced primary school teachers and curriculum advisers from the three school education sectors – were sent to all primary schools and placed on the Board’s website at the beginning of Term 4 last year. The consultation paper formed the basis for a statewide consultation process around the Board’s response to the report Time to Teach: Time to Learn, an evaluation of outcomes assessment and reporting in NSW Government schools by Professor Ken Eltis from The University of Sydney. The consultation process had been initially scheduled to close in December, but was extended until 28 February 2005 in response to requests from some schools and key groups for additional time to consider the paper.

In line with Professor Eltis’s recommendations, the consultation paper contained an identified draft set of mandatory outcomes for all NSW primary schools. The aim is to provide greater certainty, consistency and assurance of the core knowledge, skills and understanding of the primary curriculum leading to the achievement of deeper learning on core outcomes critical for primary school students’ learning. The document also contained a sample ‘whole year’ teaching program overview together with sample weekly timetables illustrating how the K–6 outcomes could be addressed in combination with other important learning activities in the available time. A typical weekly time allocation to each key learning area, with prime time learning devoted to literacy, numeracy and physical activity was also included for teacher comment.

During Term 4 last year, the Board conducted a series of 28 consultation meetings in major centres throughout the state to provide teachers with an opportunity to explore the consultation paper and to give senior Board officers direct advice and feedback on the draft proposals. More than 1500 Primary school teachers, executives and interest group members attended the meetings and their feedback has been documented for consideration along with the survey responses and submissions that have been received. Board officers also met with 22 key groups to provide an opportunity for further in-depth discussion of the consultation paper and related issues prior to their submission of written responses as part of the consultation process.

In February 2005, the Board’s Primary Curriculum Committee met to hear reports from key group representatives of each group’s submission to the consultation. The members of the Board’s Primary Curriculum Committee represent groups that include the NSW Primary Principals Association, NSW Teachers’ Federation, Independent Education Union, Early Childhood Education Council, Australian Association of Special Education, Aboriginal Education Consultative Group, Council of Parents and Citizens Associations, NSW Parents’ Council, Council of Catholic Schools’ Parents, Chairs of Academic Boards, NSW Department of Education and Training, Catholic Education Commission and the Junior School Heads Association of Australia.

Since the close of consultation on 28 February, Board officers have been analysing and synthesising the data from the surveys, submissions and consultation workshop meetings with a view to producing a consultation report and preliminary recommendations. To assist in this process, a Working Party of principals from government and non-government schools has been established to provide guidance and support. This Working Party, which had also been working on the Board’s Primary Curriculum Project since 2002, has been expanded to include a representative of the NSW Teachers’ Federation.

The Working Party of principals has met twice this year to consider and advise on the method of analysis to be used in light of the kinds of information collected through the surveys and submissions. At the most recent meeting the Working Party explored the data in detail and suggested further directions for analysis.

The draft consultation report with preliminary recommendations was tabled for discussion at the April meeting of the Board’s Primary Curriculum Committee. The Board of Studies will consider the findings and recommendations at its meetings in May and June.

For more information about the Board’s K–6 project please contact Margaret Malone, Inspector, Primary Education on (02) 9367 8199 or Vilma Fyfe on (02) 9367 8341.

Aboriginal Education Review

The recently released Review of Aboriginal Education has highlighted the challenges to improving and sustaining educational outcomes for Aboriginal students.

The Review and its recommendations will become an integral part of the NSW Government’s commitments to Aboriginal communities through its NSW Aboriginal Affairs Plan 2003–2012 and will form the basis for concerted high-level action over the next ten years to achieve the government’s overall goal for parity of learning outcomes for Aboriginal students. While the recommendations ranged across all areas of the Education portfolio, several focused specifically on the need to extend quality teaching and learning experiences for Aboriginal students so that they are more effectively engaged, supported and extended in their education.

In identifying the need for quality educational programs to underpin sustained education improvements for Aboriginal students, the Review suggested the need for a commitment to develop effective and explicit curriculum and pedagogy that focus on providing students with the skills to fully participate in their education.

The Review also identified the desire of some students to access broadened education pathways, including vocational training options within the mainstream curriculum. However, while communities saw these options as potentially improving student retention, they strongly voiced a view that they did not want an ‘alternative curriculum’ for their students.

The Review identified that, if long-term improvements are to be achieved, then real and sustainable efforts must be made to develop effective learning partnerships with Aboriginal parents and communities.

In response to the recommendations of the Review relating to the work of the Board of Studies, the Board has endorsed four curriculum projects that will support schools and systems to achieve long-term educational improvements for Aboriginal students. The Board has also decided to give consideration to establishing a joint project with the Board of Vocational Education and Training and School Systems to investigate options involving vocational learning in Years 9 and 10.

The projects currently under development by the Aboriginal Curriculum Unit include:

Mathematics in Indigenous Context Years 6–8

This project focuses on developing a learning team consisting of teachers, Aboriginal Education Assistants and other Aboriginal workers, parents and community members. Teams work collaboratively to develop culturally and contextually appropriate multistage mathematics units of work.

Aboriginal Languages K–10

This project involves the creation of strong, ongoing partnerships between the school and the Aboriginal community to develop high quality language programs and to support the implementation of the Aboriginal Languages K–10 Syllabus.

English Years 7–10 Aboriginal Program Support pilot project

This project aims to increase awareness and expertise in the explicit teaching of English-literacy so that all students are equipped to achieve the learning outcomes in the English Years 7–10 Syllabus.

Aboriginal Perspectives in Years 7–10 Science

This project will work with both the cross-curriculum content statements and the new Science Years 7–10 Syllabus to develop materials which will assist teachers to increase their understanding of the syllabus content and to develop effective teaching strategies to explore genuine Aboriginal perspectives.