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Update on Creative Arts K—6 Outcomes The consultation report on the Creative Arts K—6 Draft Syllabus and support documents, was considered by the Board of Studies recently. While the draft documents were generally well received some issues were required that further development of aspects of the draft syllabus and draft units of work. Issues raised by teachers during the consultation included: Language The response to the outcomes was generally positive. Aspects that were highlighted in the consultation included the need for indicators and stage statements, more specific advice about assessment in the Creative Arts and the need to reorganise the values and attitudes outcomes. The number of Dance outcomes for the primary curriculum (considering those in this syllabus and those in the PDHPE syllabus) is something that needs to be examined further. It should also be recognised that Dance and Drama are new art forms in the primary curriculum and, as a consequence, the outcomes for these areas are somewhat tentative compared to those in Music and Visual Arts. Some of the language used in the syllabus and support documents was considered to be ‘jargonistic'. There was also an expressed need to make the documents more ‘user friendly'. Consistency with other K—6 syllabuses Classroom teachers would like the syllabus and support documents made consistent with the primary syllabuses developed recently. Aspects highlighted in the consultation included the need for indicators and stage statements, coding of the outcomes, a glossary in the syllabus, and concerns about the design and layout of the content section of the syllabus and the units of work. Content A strong theme was the need for more direction and guidance in what to teach in each stage in each art form. Though this request was made by classroom teachers, subject specialists who commented on the syllabus recognised that classroom teachers would need such guidance. Scope and Sequence Response to issues arising from the consultation A set of proposed solutions and strategies developed to address all of the issues was endorsed by the Board at its February meeting. The solutions and strategies include the redevelopment of the draft documents and a ‘checking out' process involving systems representatives, consultants and groups of classroom teachers from various types of primary schools. Some changes to the syllabus in response to the consultation will include: As a result of the strategies outlined above, it is now expected that the syllabus package will be released to schools in Term 3 this year. Further information on the Creative Arts K—6 Syllabus can be obtained by contacting Margaret Malone at lambert@boardofstudies.nsw.edu.au or by phone on 9367 8199, or Kerry Thomas at thomas@boardofstudies.nsw.edu.au The need for guidance in the development of skills and understanding in Visual Arts and Music was also a concern. Units of Work Some concern was expressed about the duration of some of the units of work. Some teachers commented that they would have to adjust the units and would appreciate having some units that last for only a few weeks. It was also felt that some units overestimated the skills and prior knowledge of techniques that students would bring to some learning experiences, particularly in the early years. Resources and references The feedback on references and resources (eg artworks, songs, music) referred to in the syllabus and units of work centred on the need to ensure that these are readily available. Schools in rural NSW, in particular, commented on the difficulty of tracking down and obtaining resources. Classroom teachers commented that it would be helpful if alternative resources were listed and visuals or explanatory notes about the works were included to assist in the selection of alternatives. Craft The place of craft in the creative arts was raised by some classroom teachers during the consultation. Some commented that the development of skills in the use of materials and tools was not sufficiently addressed. Classroom teachers of students in Early Stage 1 and Stage 1 commented that the time spent on the development of technical skills and understanding was considerably more than what was reflected in the syllabus and units of work. Primary Matters Primary Curriculum Issues. This is the third in a series on primary curriculum issues. In previous editions of Primary Matters, the notion of the crowded curriculum (December, 1999) and the impact of learning technologies on curriculum development (February 2000) have been discussed. In this edition, the issue of values in the primary curriculum is considered. Values in the Primary Curriculum The promulgation of standards (syllabus content and outcomes) over the last decade has focused primarily on two aspects of teaching and learning: what students will know and what students will be able to do. Though it could be argued that the very selection of content incorporates particular sets of values, it could be said that gestures in the direction of articulating what students will value have been comparatively equivocal compared to other aspects of learning. There are probably two main reasons why this is so. The first is that it is well recognised that the assessment of values is an undertaking that is not only different from assessing knowledge and skills but is also inherently more difficult to undertake. The second is that obtaining agreement on the kinds of values that the community would expect schools to teach is considered to be particularly challenging — something that many have decided is best left to school systems and individual schools and the communities. Though some values would appear to be unchallengeable and relatively easy to state, the dilemma is more with the detail. Few people in society, for example, would disagree with the teaching of values such as honesty, justice, caring, responsibility and respect. Opinions differ considerably, however, on what would constitute standards in relation to: School systems state the values they hold and expect to see reflected throughout their schools. Indeed, it could be argued it is the articulation of specific values that distinguishes one system from another. Schools in particular appear to have little concern with setting standards of behaviour directly related to some specific values. For example, the majority have rules and report to parents referring to certain desirable codes of behaviour that make it clear what they see as being appropriate. Most schools also expect their students to develop and exhibit certain social skills related to particular values. Though these are rarely documented, modelling and experience reinforce behaviours that are expected and accepted in schools and those that are not. The extent to which these and other values should be expressed in syllabus standards is a key question in curriculum development. Though it is now easier to identify what we expect students to learn about and learn to do in the compulsory years of schooling, is what we expect students to value just as clear? Please send your comments on this issue, or suggestions for other issues, by email to: lambert@boardofstudies.nsw.edu.au Linkages The linkages website has had a face lift and has been graphically re-developed. At the same time the ‘site map' has been changed to an alphabetical index to enable easy access to items on the site. Additional material mapping computer-based technology has also been added in the section called ‘content links'. This section will have further material added during 2000, in particular mapping possibilities for Aboriginal perspectives and fine motor skills within and across key learning areas. Further case studies are also being added. ‘Information Literacy through an Integrated Curriculum' outlines a collaborative planning process for developing an integrated unit of work using Information Skills. The site will also include five units of work, some samples of student work and a variety of support material including Internet sites, planning pro formas and resources. Another case study shares the process used at Beaumont Road Public School to map their curriculum and develop integrated units of work. These units have been developed by the school to cater for the range of abilities of the students and to assist teachers in programming for their across-stage class groupings. The Linkages webpage can be found at: www.bosnsw-k6.nsw.edu.au Further information on Linkages projects can be obtained from Suzanne Ziems at ziems@boardofstudies.nsw.edu.au or phone (02) 9367 8274 or fax (02) 9367 8476. Science and Technology K—6 Outcomes and Indicators on the web The revised outcomes (and accompanying indicators) for Science and Technology K—6 are now available on the Board of Studies website (http://www.boardofstudies.nsw.edu.au). These outcomes were developed in response to a limited evaluation of the syllabus undertaken in 1996. Findings from this evaluation resulted in a reduction in the number of outcomes for Science and Technology K—6 and the development of indicators and stage statements. The Office of the Board of Studies is currently developing a CD-ROM of student work samples for Science and Technology K—6. The CD-ROM, which is expected to be released to schools in July, will also include the revised outcomes and indicators. A printed copy of the outcomes and indicators will also be distributed at this time. For further information regarding these items or K—6 curriculum matters in general, contact Margaret Malone, Inspector, Primary Education, on lambert@boardofstudies.nsw.edu.au, phone (02) 9367 8199 or fax (02) 9367 8476.