The Union hosted a cross sectoral forum at the Union building on Saturday 14 February 2009. Response was positive with over 80 people in attendance, including a number of members who drove in from country locations.

Late last year, Lynette Virgona and myself, attended a symposium on national curriculum hosted by Sydney University. On return we decided to work on raising awareness of national curriculum developments among members/ practitioners. An immediate imperative was to encourage teachers to respond to the Draft Framing Papers for History, English, Science and Mathematics ...due in by 28 February ’09.

Saturday’s forum was in two parts. Part (i) saw Professor Bill Louden (W.A.s representative on the National Curriculum Board); Mr Andrew Thompson (DET Assistant Executive Director, working on national curriculum); and Ms Fiona Walker (Teacher and participant in consultative forums) provide context and perspectives on national curriculum developments in 2008. Questions from the floor were also answered.  Part (ii) enabled the attendees to participate in facilitated learning area discussions of the Draft Framing Papers.

Professor Bill Louden – He described the work of the National Curriculum Board as progressing developments in the areas of English, Maths, Science and History, noting work will commence later on geography and languages other than English; literacy and numeracy across the curriculum to be a focus; Identification of ‘futures-oriented’ skills, knowledge and capabilities to be captured; and content and achievement standards to be clarified.

Louden provided an outline of extensive consultation during 2008, culminating in the very broad opportunity for all offer comment on the Draft Framing papers accessible on www.ncb.org.au.

Then principles have been identified to guide development of curriculum. They include:

• Specify what to teach and what to learn
• High standards and achievement for all students
• Connect with the National Early Years Learning Framework
• Increase retention – Year 12 or equivalent
• Past and future reflections
• Feasible and teachable
• For teachers
• Uncrowded
• Flexible and valuing professional practice and local contexts
• Strong evidence base

Where to next?
Following feedback to the Framing Papers forums on ‘equity and diversity’, 21st century learning and ‘stages of learning’ are to be held. The feedback will assist in further refinement of the framing papers as ‘writing briefs’. EoI will be called for curriculum writers and documents will be written.

In developing the curriculum the process will involve four phases: (1) curriculum framing; (2) curriculum development; (3) implementation; and (4) curriculum evaluation and review. It is intended that advice from teachers, professional associations, curriculum experts and the broader educational community be sought. State/ territory and international curriculum will be used as benchmarks.

Andrew Thompson – took time to provide a picture of the COAG [Council of Australian Governments ... Prime Minister + Premiers] agenda. Key reforms being progressed are Early childhood development; Schooling and Vocational education and training. In March 2008 a common framework to support the goals was agreed and in December 2008 the National Partnerships affecting Education and Training reform were agreed, with the key targets being [1] lifting Year 12 or equivalent retention to 90% by 2020; [2] halving the gap for indigenous reading, writing and numeracy within a decade; and [3] at least halving the gap for Indigenous retention to Year 12 or equivalent.

As well, Andrew described the structural framework for decision making through COAG and MCEETYA [see power point Link Below ]

Aspects of the Schooling National Partnerships he said include – teacher quality, addressing educational disadvantage in low socio-economic school communities, improving literacy and numeracy outcomes and the delivery of universal access to 15 hours per week of quality early learning prior to formal schooling. The implementation time is such that it is intended to have the first drafts of Bilateral Agreements and State Implementation Plans completed by the end of February 2009 with targets being signed off in May 2009.

In the area of school a new body, Australian Curriculum, Assessment and Reporting [ACARA] has been legislated into being. It will incorporate management of national curriculum, assessment and data management, analysis and reporting functions. Its initial focus between April and June ’09 will be to develop a Charter.

Fiona Walker - During 2008, Walker had the opportunity to participate in various consultative forums on national curriculum. In addition, Fiona was invited onto the English expert group working with Peter Freebody to develop the Draft Framing Paper for English. Fiona asserted that in her view the voice of the practitioner was of considerable interest and it was incumbent upon practitioners to raise their voices.

Early discussions revealed the need to clarify understandings including: what is the difference between curriculum and syllabus? Are learning areas the same as subjects? What exactly are 21st century skills? Fiona was comforted by a view that it was understood there was a need for simplicity and something practical. Ensuring primary schools were not swamped was also understood.

Fiona identified a series of issues she believes need to be attended to in the development of a national curriculum:

• curriculum phases not crossing over primary and secondary schooling and with a focus on year/age level basic content and achievement standards be captured clearly
• curriculum content being specific, yet not prescriptive
• pedagogy being retained as the provenance of the teacher and not dictated by curriculum content
• clearly described achievement standards
• caution with regard to “sweeping motherhood statements” and expectations that curriculum be seen as the panacea to all the world’s ills including social inequities

Aspects of directions with English Fiona is supportive of include the three structural elements of language, literacy and literature; appreciation of literature; value placed on imagination and creativity; emphasis on the teaching of the mechanics of English; and balance in the use of text types.

Fiona indicated that whilst welcoming her opportunity to be engaged she still reserves concern as to the voice of the ordinary practitioner being overridden by academics and representatives of professional associations. She urged practitioners to contribute sooner rather than later. The impact of NAPLAN and government resourcing of implementation are also matters needing close scrutiny.

Comment
The National Curriculum agenda, as with other Federal Government agenda’s is moving at an incredible pace. The general intentions around the development of national curriculum have merit and considerable support of community, academics, governments and the profession.

That being said, states such as W.A. have been badly battered by recent curriculum change and justifiably nervous as to what the implications might be for curriculum change.

This forum provided an opportunity for you as practitioners to raise your understanding of what is occurring at the political level, the impact of planning for a national curriculum and to share thoughts and reflections on the Draft Framing Papers.

We will be seeking to provide ongoing information on development with the National Curriculum agenda on our website as well as working to enable members to contribute through various consultative processes.
I thank in particular Anne Tumak [PTC], Lynette Virgona [Teacher Consultant], Fiona Walker and Bronwyn Croghan [SSTU Women’s Officer] for assisting with the planning of this forum. I acknowledge the support of DET, AISWA and the Catholic Education Office in promoting the event.

ALL MEMBERS ARE URGED TO GET INFORMED -  REGISTER ON THE NATIONAL CURRCIULUM WEBSITE www.ncb.org.au . TRY ALSO TO RESPOND, EVEN IF ONLY ABOUT ONE ASPECT OF THE DRAFT FRAMING PAPERS.

Power points of Professor Louden and Mr Andrew Thompson have kindly been made available to the SSTUWA to place on our website.

WHAT NEXT?

• 1.Notes from this forum will be circulated via email within the next week.
• 2.The SSTUWA will develop the commentary into a report and forward to the National Curriculum Board.
• 3.Register on the National Curriculum Board website – www.ncb.org.au and provide comment on the Draft Framing Papers for English, Mathematics, Science and History. The closing date for comment is 28 February 2009. . Go ahead even if you only wish to offer comment on one or two areas.
• 4.Further opportunities for information, discussion and feedback at the next stage of the development of the National Curriculum will be identified.

Thank you for your attendance and participation in this forum. It is important that practitioners are provided with opportunities to engage and provide direction on development of national curriculum.
Anne Gisborne
President SSTUWA

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