The antecedents of the New South Wales Curriculum Review: an introduction to the New South Wales curriculum style

Hughes, John

doi:10.1007/s41297-019-00083-3

Cited by 3 publications

(4 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A second factor also influenced NSW’s national curriculum approach. Hughes ( 2019 ) labels this factor NSW’s “distinctive curriculum style” (p. 147), encompassing three principal characteristics: “academic knowledge”, “competitive assessment” and “conventional subject matter disciplines” (p. 147), underscoring NSW’s long-established “reputation for developing and implementing high-quality curriculum” (Board of Studies, 2010 , p. 2). The NSW response to the draft AC derived from broad stakeholder feedback, criticising numerous aspects including the absence of an overarching curriculum framework, time allocations for subjects, the amount of content and the absence of a clear continuum of learning aligned with the Early Years Framework (Board of Studies, 2010 , p. 5).…”

Section: The Ac and The States/territoriesmentioning

confidence: 99%

“…However, the Board of Studies’ response (2010) clearly indicated its commitment to “working with all other states and territories to achieve a high quality core Australian curriculum” (Board of Studies, 2010 , p. 2); thus, NSW embraced an “adopt and adapt” process (Hughes, 2019 , p. 153) meaning that if NSW had no syllabus prior to the Australian Curriculum, it would “adopt the national program” (p. 153), whilst it would “adapt” the content into existing NSW programs (p. 153). NSW had existing syllabuses in English, Mathematics, Science and History, into which AC content was integrated in NSW Kindergarten-Year 10 syllabuses released between 2014 and 2016.…”

Section: The Ac and The States/territoriesmentioning

confidence: 99%

“…However, the development and implementation of Australia’s national curriculum was not straightforward; curriculum reform in Australia has continuously been “protracted and complex” (Savage, 2016 , p. 835), underscoring the “always contentious” (Brennan, 2011 , p. 259) nature of curriculum. Previously, when the prospect of a national curriculum was floated, states and territories activated a rear-guard action which “jealously guarded their curriculum sovereignty, overtly or passively resisting attempts to engineer national approaches” (Reid, 2005 , p. 15 quoted in Hughes, 2019 ). Reid ( 2019 ) also notes the longstanding tension between the “nation-building aspirations” (p. 199) of the Commonwealth government and the “constitutional responsibility” (p. 199) of the States, providing the backdrop for a complex blend of globalisation, various educational ideologies and practices and “curriculum gatekeepers” (p. 199).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Implementing the general capabilities in New South Wales government primary schools

Carter

Buchanan

2022

Curric Perspect

View full text Add to dashboard Cite

This paper reports on the findings of a research project which investigated how a sample of New South Wales government primary schools understand and implement the Australian Curriculum’s general capabilities. The project sought to identify specific factors which facilitated or hindered the degree to which primary school teachers implemented the GCs in their classrooms. Data were collected and analysed in the period leading up to the current COVID-19 pandemic and as such, do not address current contextual factors at play in schools such as remote teaching and learning. The project’s mixed method approach employed an online survey which attracted responses from 185 primary teachers and included an invitation to provide brief written responses. Further data were assembled through 36 interviews undertaken with teachers in 12 primary schools in both metropolitan and rural NSW. Analysis of the interview data was undertaken by using Biesta’s (2010) three functions of education — qualification, socialisation and subjectification — as an interpretive lens. This enabled the researchers to identify, categorise and accord meaning to participant responses and consequently draw conclusions. The analysis of both the online survey and the teacher interviews revealed four main findings and shed light on individual teacher commitment to the general capabilities and associated classroom implementation issues.

show abstract

Section: The Ac and The States/territoriesmentioning

confidence: 99%

Section: The Ac and The States/territoriesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Implementing the general capabilities in New South Wales government primary schools

Carter

Buchanan

2022

Curric Perspect

View full text Add to dashboard Cite

show abstract

“…The NSW curriculum, for example, traditionally emphasises academic content, rigour, and competitive assessment. Pride in its rigour, critics argue, is a mindset that typically favours the privileged, thus weakening the inclusion related concept of equality (Hughes, 2019 ; Yates et al, 2011 ). The curriculum “shake up” — as the review was described by the NSW government at its launch in 2018 — implies a potentially substantial shift in thinking.…”

Section: The Arts: Curriculummentioning

confidence: 99%

Rethinking curriculum: A pandemic opportunity for re-engagement with the Arts?

Cunningham

Gibson

2022

Curric Perspect

View full text Add to dashboard Cite

Article 26 of the Universal Declaration of Human Rights endorses the goal of education for all children. Inequalities of access and equity, however, are apparent in both the developed and developing world, which indicates that this goal remains aspirational. The rupture of education during the COVID-19 pandemic has amplified these existing inequalities in education systems worldwide. Throughout the pandemic, teachers have modelled a positive mindset as they pivoted from the physical classroom to online learning. This paper will suggest that the current pandemic may indeed offer education policy makers an opportunity to re-think curriculum design and, with a growth mindset, re-engage with the Arts as an equal key learning area in the curriculum. It is to the Arts that schools and communities have turned for joyful and multi-layered support during the pandemic, an underlying belief in the importance of the Arts for the wellbeing and cognitive development of the child. This belief, supported by a robust body of evidence amassed internationally over many decades, is central to the authors’ contention that a more inclusive and comprehensive engagement with the Arts would facilitate curriculum reform, such as that sought by the New South Wales (NSW) government in Australia. Furthermore, we contend that the COVID-19 pandemic may be the necessary catalyst to activate such welcome reform. We anticipate our analysis and its findings to first be relevant for the state of NSW, then beyond, to resonate nationally and internationally.

show abstract

Ahead of its time? Reassessing what is core content in Visual Arts in the New South Wales Curriculum

Maras

2021

Curric Perspect

View full text Add to dashboard Cite

The antecedents of the New South Wales Curriculum Review: an introduction to the New South Wales curriculum style

Cited by 3 publications

References 1 publication

Implementing the general capabilities in New South Wales government primary schools

Implementing the general capabilities in New South Wales government primary schools

Rethinking curriculum: A pandemic opportunity for re-engagement with the Arts?

Ahead of its time? Reassessing what is core content in Visual Arts in the New South Wales Curriculum

Contact Info

Product

Resources

About