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‘Checking Out' Creative Arts K—6
Work on the further development of the Creative Arts K—6 Syllabus in recent months has centred on some key aspects of the syllabus. This work has included:Several ‘checking out' workshops have been held since the re-development of the syllabus commenced. These workshops have involved primary teachers in designated stage groups reviewing and providing feedback on material developed for the syllabus.
A stratified sampling process was used to ensure that the schools involved were representative of the various types of schools across the state. The teacher-participants were also selected randomly, with principals being asked to send a teacher from a designated Year/Stage group. This ensured that the participants were generalists, rather than teachers with particular interest in one or more of the artforms, and that the sample included an appropriate mix of educators so that the material could be examined by the teachers in stage groups (Early Stage 1, Stage 1, Stage 2 and Stage 3).
The teachers who have participated in these workshops have provided the Board with important information about the clarity, appropriateness and usefulness of the material developed for each stage.
The overall response to the newly drafted material (indicators, stage statements and content sections) has been very positive. Some of the teachers involved in the workshops, who had also provided feedback on the consultation draft last year, were particularly pleased to see that the aspects of the draft syllabus that they had identified as concerns had not only been acknowledged as such, but were being addressed in a way that would support classroom teachers.
Workshops have been conducted in Sydney (March 16 and April 12), Narrabri (March 29) and Coffs Harbour (April 6).
The ‘checking out' process was also used to obtain feedback from teachers working with students with special education needs.
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 or by phone on 9367 8161.
Primary Matters
Primary Curriculum Issues This is the fourth in a series on primary curriculum issues.
In previous editions of Primary Matters, the notion of the crowded curriculum (December, 1999), the impact of learning technologies on curriculum development (February, 2000) and values in the curriculum (March, 2000) have been discussed. In this edition, the issue of curriculum integration is considered.
Curriculum Integration
The integration of learning areas is a traditional and accepted way of presenting, managing and identifying the primary curriculum. Despite such a tradition, definitions of curriculum integration are many and varied. Synonyms abound.
The more common examples describe curriculum as being interwoven, connected, thematic, interdisciplinary, multidisciplinary, correlated, linked, or holistic. It is of little wonder that those involved in education can be confused when such terms are used to describe both similar and different practices under the general description of curriculum integration. Though a great deal has been written about the benefit of integrated and subject-focused approaches to teaching and learning, the literature on the relative effectiveness of these approaches (in terms of improved student learning) is inconclusive. In essence, the writers appear to be strong on conviction but little else. Although prolific writers such as Beane, Hayes Jacobs and Fogarty provide convincing common-sense arguments for an integrated curriculum, they provide little empirical evidence to back their claims. These writers see subject-based approaches as being artificial and disconnected from ‘the real world' — something, they contend, is inherently integrated.
Those who favour subject-focused approaches to teaching and learning also base their claims more on belief and ideology than evidence. Writers such as Klein, and Alleman and Brophy have little time for integrated approaches; instead, they favour knowing the traditional disciplines well and not risking the dilution of subjects in the interest of curriculum integration.
Though the concept of curriculum integration has developed over several decades, there is currently renewed activity and interest in this area, coinciding with the development of explicit subject-based curriculum in the 1990s — and the response from primary teachers to these reforms. This interest has been heightened especially by matters such as:
Please send your comments on this issue or suggestions for other issues, by email to: lambert@boardofstudies.nsw.edu.au Those with a particular interest in this issue may wish to refer to the research abstracts on curriculum integration available at the Linkages website,
http:// www.boardofstudies.nsw.edu.au/k6_linkages/menu.html
Human Society and Its Environment K—6
The final document in the HSIE K—6 syllabus package has now been released to schools. This document, Human Society and Its Environment K—6 Support Document for Students with Special Education Needs, has been developed to assist teachers of students who require additional support to access the outcomes and content of the syllabus. It recognises both the importance of individualised planning and programming for students with special education needs, and the need to ensure that these students have opportunities to gain knowledge and skills from subject matter that is designed for students in the primary years. The document, which has been released in hard copy and on CD-ROM, includes key programming principles, approaches to student-centred programming, implications for learning and teaching in each stage and planning models to support the implementation of the syllabus.
A website resource that is being developed to support teachers programming content related to Aboriginal culture, spirituality, contemporary issues and local history is currently in the planning stage. When completed, this resource will be part of the existing HSIE K—6 resource file at http://bosnswk6.nsw.edu.au If you would like 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.