Grammar Gazette- Issue 1, 2011

CURRICULUM

The process of curriculum development is a dynamic one. It encompasses much more than questions regarding classroom content. The Preamble of the Melbourne Declaration (2008) asserts that "a"s a nation Australia values the central role of education in building a democratic, equitable and just sociefy society that is prosperous, cohesive and culturally diverse, and that values Australia's indigenous cultures as a k"y part of the nation's history, present and future". For such an assertion to be upheld we must always build our curriculum for the creation of thinkers who can do more than absorb knowledg".This requires a vigilant approach to the consistent review of our programmes and an acknowledgement of Peter Hill's claim that "curriculum work is never done" (2010). References Hill, P. (2010). An Australran Currrculum to promote 2lst century learnrng. Education Services Australia. http://www,eqa.ed u.aulsite/ a na ustra I ia n c u rric u I u mto pro mote2 1 stcentu ry. htm I The Melbourne Declaratron on Educatronal Goals for Young Australtans. (2008). Australian Curriculum Assessment and Reporting Authority (ACA RA). www .acara. ed u,a u/defa u lt.as p/ The Shape of the Australran Currtculum v2 (2010) http ://www. aca ra . ed u . a u/c u rri c u I u m . htm l# 1 Stephens, S (August 2O1O). The Australran Science Currrculurn: A house or a heap of stones? BGGS News

heap of stones, considerably more than are required to build a house. And, with its attempt to foreground inquiry skills, it can be argued that the new science curriculum has also provided a quantity of the'mortar'teachers need to construct their curriculum. Still, science educators arc faced with the huge task of creating the cap acity to build the "house" (Stephens, August 2010). 2011 will be a year of planning and refinement, culminating in implementation at Year B in 2012 MsJulie Flennessey, Head of Historlt has had extensive involvement in both the state and national consultation process for the history curriculum. It is testament to her professional ability that she has been asked to participate in the professional development of other educators to assist them in embracing the new curriculum. The department is engaged in planning and designing new study units and partialimplementation is occurring at Years 9 and 10. The greatest challenge for the Humanities Faculty remains strikin g abalance between a commitment to an agreed core body of knowledg. and a rigorous skill-based inquiry approach. This will continue to be negotiated when the geography curriculum is tabled.

L0 English there has been a comprehensive cross-match of the national programme and the one currently followed at Brisbane Girls Grammar School. Overall, a considerable overlap between the two has been identified. Several members of staffhave attended ACARA conferences designed to update educators and Dr Natasha Mayne co-ordinated a faculty response to the documents in 201,0. Dr Sally Stephens, Director of Science has been heavily involved in the consultation process regarding the senior physics curriculum having been invited by both the QSA and ISQto contribute in a range of contexts. She travelled to Sydney as an lSQrepresentative to ACARA. In addition, the faculty has reviewed its current curriculum documents and begun the process of devising new units which will incorpo rate the national requirements and maintain the rigour and engagement essential for good learning. Planning and refinement will take place this yeur, culminating in implementation at Year 8 in 201,2. Dr Stephens'article on the Australian Science Curriculum provides an excellent framework for thinkirg about what is provided by the curriculum writers. She concluded: "So, is the Australian Science Curriculum a house or a heap of stones? There is no doubt that curriculum writers have given the science teachers of Australia alarge

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