Why the Australian Curriculum is not too complicated: Part 1

What does the educational entitlement look like for her? It turns out it is simple & complicated at the same time.

On many occasions I have heard some educators & the popular media make statements about the Australian Curriculum being too complicated, too busy and that there needs to be a ‘back to basics’ sensibility returned to our work.

I could not disagree more & I want to expose you to some of the thinkers that led me to this conclusion.

It began when I found this gem via Vimeo, Once Upon a Time, but not too long ago…

Seely-Brown beautifully captured the changing nature of knowledge and what it meant to be a learner. I have watched and shared this many, many times because it spoke to me in a way that was elegant and still maintained the notion of ‘it’s complicated, what we do now’.

One of the reasons it spoke to me so powerfully was the NMC K-12 Reports that again challenged but spoke to me as an educator.

For a number of years now I have eagerly awaited the arrival of the New Media Consortium K-12 Horizon Report.

It looks at the next 5 years in relation to technology and education.

I find it a useful document to step into the Technologies learning area in the Australia Curriculum, not only as the ICT General Capability, but also as the two subjects contained within the Technologies learning area:

Design & Technologies together with Digital Technologies.

Stick with me, I know this is a lot of information but it will come together.

This is a short animation we commissioned for the Digital Technologies.

and the Design & Technologies.

I have heard on a number of occasions that this area of learning is something that people will get to if they have time. Please push back on this every time you hear it.

Why are these aspects of teaching & learning important?

Not add-ons, #newbasics!

Watch this and then say to yourself, ‘Technology is an optional extra, or I will look at it if I get time’, and see what that then sounds like.

This mini-doc powerfully reinforced to me that these areas of learning were #newbasics, not option extras or add-ons:

Then I came across this:

The first time I watched The Fourth Industrial Revolution I immediately thought about my own kids & despite their academic excellence, there was no guarantee that they would be able to achieve the same standard of living that I had enjoyed & been able to provide to them.

Then my next thought was, ‘What does that mean for those who haven’t had the same privileges, advantages and strong start to their lives as my own kids’? What kind of world did I want for my children and all kids to be creating?

The answer it turns out is a complex, evolving & changing one:

A world in which they do the thinking individually & collectively in critical, creative & connected ways. A world in which every educator is a lead learner & is continually reflecting on their pedagogical practice.

A world in which they ad their peers ask themselves, ‘What am I thinking, why am I thinking that, what would/might/ has changed my mind, whose voice is privileged & who’s voice is absent?

A world where they have the ability to apply skills & knowledge as adaptive strategy.

A world in which they purposefully navigate & make use of technology tools & processes to better their own experiences & those of their global community.

Where the new & emerging basics of literacy, numeracy and problem solving are part of the digital & physical experience of every learner.

A world in which they are aware of the half life of facts.

A world in which they can spot a…

Which brings me to the issue of ‘fake news’, but that is a topic for Part 2.


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