CHILDREN OF MOBILE FAMILIES
CHAPTER 9: CURRICULUM
9.9 PARTICULAR CURRICULUM ISSUES
The Committee did not choose to examine in detail, specific curriculum areas in the knowledge that many of these were the concern of the Curriculum Review being conducted by the Ministry. A number of important issues relating to particular areas were, however, raised in submissions and by persons appearing before the Committee.
9.9.1 Personal Development
Personal development programs are presently available in many government and non- government schools. Both the NSW Department of Education and the Catholic Education Commission have produced materials which schools can use for the development and implementation of such programs in primary and secondary schools. In general the programs are concerned with the total, balanced development of students, including their social, emotional and intellectual capacities and in many non-government schools contribute to the school's religious education program. In government schools, the central themes of these programs are the development of self-esteem, communication skills, relationship skills, decision-making ability and education about values. Specific content emphasis may change depending on the needs of particular school communities and emerging social issues.
Important issues relating to personal development programs are parental involvement, staff selection and course content. The NSW Department of Education's policies for personal development programs for its primary and secondary schools provide for consultation and Prior discussion with parents in relation to some aspects of personal development courses and schools are urged to select staff carefully. Preparation of staff for running these courses includes opportunities for participation in regional in-service courses in specific content areas such as drug education and education about AIDS. The development of school-based curriculum takes into account the varying nature and needs of schools as a basic principle of the Department's approach to personal development programs. A variety of materials including kits, video tapes and "ideas" booklets for teachers is available for use by schools.
Currently, Departmental policy specifies that teachers taking personal development classes must be volunteers. This is an anomalous policy as this is an area that requires trained and carefully selected teachers.
There is concern in the community about personal development courses, particularly those Operating in government schools, about the treatment of such issues as human sexuality, AIDS, drug abuse, values clarification and child sexual assault. Suggestions for alleviating such concerns include the introduction of strictly structured courses and requiring teachers to provide written justification for bypassing centrally developed syllabuses. It is felt by some that this would provide a form of quality control and greater consistency of teaching.
It is also important to ensure that the teachers who are taking these courses have access to all centrally developed materials, including guidelines for teaching such programs, as well as access to appropriate professional development activities. The provision whereby children can be withdrawn from personal development classes at the request of parents should be maintained.
9.9.2 The Comprehensive Secondary School Curriculum
Since the issue of the Wyndham Report the comprehensive high school has been the predominant organisational form for secondary schooling in NSW. Recent Government initiatives have increased the number of selective high schools, have established a senior high school, introduced technology high schools and allowed certain schools to specialise in particular areas as centres of excellence.
While commending these efforts to increase choice in schooling the Committee wishes to express its support for the retention of the comprehensive high school and its curriculum as the model for secondary schools. All students should have the opportunity to develop particular talents and interests and in some cases this opportunity can only be provided through specialist schools and arrangements. However, the local comprehensive school must continue to provide adequate opportunities for its students to develop their talents and interests.
9.9.3 Environmental Education
An earlier section of this Report noted the heightened interest
in
environmental education over the last twenty years. An important issue is the place of environmental education in an already broad school curriculum. Many educationists and members of the wider community feel that it is essential that environmental education should be included in, and that it should run throughout, the other subjects of the formal school curriculum at all levels. Such education, it is argued, would foster a sense of responsibility for the state of the environment and show students how to monitor, protect and improveMany schools in New South Wales already have environmental programs as part of their curriculum. The NSW Department of Education is now placing a major emphasis on environmental education in schools and
is
initiating a comprehensive four year plan with three major interrelated elements:• providing an environmental education curriculum statement for Years K to 12;
• increasing the number of Field Centres for environmental studies;
• introducing a Greening of Government Schools Program.
It is intended that environmental education will be an orientation or emphasis to inform the total curriculum and not
a
separate subject.The Committee supports the comprehensive four year plan for environmental education which is currently being implemented in government schools. The Committee also supports the concept of environmental education as an orientation or emphasis which pervades the total curriculum, rather than being a single subject.
9.9.4 Sport
Sport is seen as an integral part of the school curriculum contributing to the development of the whole child by providing a vehicle for a number of social, physical, emotional and moral leanings, and is an important expression of our culture. Sport promotes fitness and health, participation, enjoyment, skill development, confidence and positive attitudes, as well as serving
as
a medium for social and psychological development in such areas as co-operation, persistence and leadership.(4)Both the necessity of sport as an essential part of schooling for all students, and its organisation, were raised as issues to the Committee. Sport forms part of a broad area of learning which also includes health, physical education and personal development.
Consideration must be given as to whether sport, when considered in relation to those other syllabuses, offers additional benefits of sufficient importance to justify its position as an essential school activity for all students. If it is of such importance, then the provision and organisation of school sport should be such as to make it a meaningful activity for all students.
Doubts exist as to whether this is currently the case, particularly when sport is organised as a block in the traditional school "sports afternoon". The organisational and industrial feasibility of alternative arrangements, such as weekend sport, or integrating sports periods throughout the school timetable, possibly as a component of a wider program of health and personal development, should be explored.
Issues were also raised regarding the competence and attitude of classroom teachers iň coaching and supervising sports, the provision of specialist teachers, and the adequacy of equipment and facilities for school sport.
9.9.5 Home Economics/Industrial Arts
Home Economics in the NSW secondary school system incorporates Home Science and Textiles and Design. Topics within these areas include: health and nutrition, housing, clothing, food technology, textile science and design, the well-being of individuals and families, cultural identity, financial education, management and organisation, and child care. Home Economics is seen as providing benefits through its integration of scientific, technological and sociological perspectives, provision of both general and vocationally useful skills and application of principles of science and technology to everyday life. It is seen as assisting the development of problem solving skills, aesthetic sensitivity, technical expertise, manual dexterity, interpersonal skills, and self confidence.
The view was presented to the Committee that because of the coverage in Home Economics of areas which are fundamental to all people, it should form part of the compulsory core of general education for all students. This clearly presents difficulties in terms of time, competing priorities and increasing the fragmentation of the curriculum. Two other issues regarding Home Economics were also raised. Firstly, it is currently very sex-stereotyped in schools, with the great majority of teachers and students being female. Secondly, it suffers from an "image" problem, being seen as primarily home-based and of only marginal vocational and industrial relevance.
The generic term Industrial Arts refers to Technics, Technical Drawing and Industrial Arts Design for Years 7 to 10 and Industrial Technology, Engineering Science and Rural Technology in Years 11 and 12. In the wordsof a submission to the Committee from a body concerned with Industrial Arts education, the Industrial Arts subjects aim, in general terms, to develop in students:
• an understanding of important elements within contemporary industrial and technological civilisation through involvement with modern technology, current industrial practice and appropriate traditional crafts, and
• the creative and constructive potential that is characteristic of the human species, by developing practical skills, problem solving abilities and an appreciation of quality craftsmanship.
As with Home Economics, views were expressed to the Committee that any mandatory core curriculum should embody learning about industry and technology. Industrial Arts also was seen as sex-stereotyped, with the great majority of students and teachers being male.
One means of addressing these issues may be the provision of a single "technology" subject, incorporating aspects of Home Economics, Industrial Arts and other subjects. This would reduce curriculum fragmentation, overcome gender distinctions and enable the particular orientation to science and technology adopted in Home Economics to be incorporated across the technology field. Consideration could be given to making such a course part of the compulsory core for all students, with options for more extended study through the provision of more specialised elective subjects. An alternative approach might be to introduce options into the existing Technics and Home Economics courses, allowing schools to develop options varying from the full integration of both into a "Technology" course to the retention of courses more like the present distinct courses. This would give schools the freedom to adapt the course to the needs of their particular students.
9.9.6 Music
The view was presented to the Committee that music assists in the development of children as whole persons, contributing to their physical, intellectual, aesthetic, social and emotional development. Music also provides benefits in such areas as self-esteem, self-expression, creativity, the pursuit of excellence, perseverance, concentration, identification with a cultural heritage and acquisition of skills which can be pursued throughout the whole of life. The provision of music as part of a balanced and high quality education for all children, particularly the disadvantaged, was stressed in some submissions, together with concerns that music not be confined to a small number of selected schools and students.
A particular concern regarding music was the training and provision of teachers, particularly in primary schools. There were suggestions that many primary teachers lack skills and confidence in teaching music, with calls for the employment of specialist music teachers in primary schools, as occurs in other States. Such teachers could work with other primary teachers to provide both specific music activities and to integrate music through other lessons.