Claims+in+the+Media+Sue+08

=French students taught to find success in failure=

0 row selected - rows selected - [|clear] || The Sydney morning Herald july 24th 2010 What a strange concept,I guess that`s what caught my eye when surfing for something intersesting for this report.
 * ~ 1 - 2 of 2
 * [[image:http://c1.wikicdn.com/i/user_none_lg.jpg width="48" height="48" caption="kellyt0" link="http://www.wikispaces.com/user/view/kellyt0"]] || [|kellyt0]

Late in the 19th Century,while investigating chicken cholera,Louis Pasteur infected some birds with bacteria that he confidently believed would kill them.He was wrong-not only did the chickens survive,they were completely immune to the disease.Pasteur had made a mistake,but in so he also found a vaccine.

The artical goes on to talk about how in the 21st century in France there are a growing number of intellectuals and educational specialist believe that the school system is not letting students use their creativity,flexibility of thought and-crucially-confidence in their own abilities.

Einstein himself said that "the only sure way to avoid making mistakes is to have no new ideas"

Students are being led to believe it is important to have the right answer rather than exploring the thought process by which a student might explore the question being asked.

Mr Ramunni,a lecturer at the national conservatory of Arts and Crafts in Paris,encouraged his students to reject the pressure to always be right by giving them problems to solve "which could not be solved". "At the begining they dont want to take risks" he said "but after a while you notice that they are becoming more creative.Once they`ve eccepted that getting things wrong is not the end of the world,yes,they may come up with some crazy ideas,but they will have some good ones too".

I totally agree,our students minds need to be expanded,let them explore the possibilities. All to often errors are perceived as negatives but shouldn`t we be teaching our students that`s how we learn,in a positive way. || =Week 3 - What Should We Teach?=

What Should We Teach In Schools?

"Primary school children should be taught technology, not tradition" The Times, December 8, 2008. Alexandra Frean This article raised many issues but I will concentrate on one main statement "Computer skills should be given the same importance as reading, writing and arithmetic, and children should be taught to use podcasts and PowerPoint presentations in primary school" Although there are many benefits relating to the use of technology within educational settings, I do not agree with this proposal.

I believe primary education should be about teaching the fundamentals; such as literacy and numeracy, as well as the arts, social and cultural awareness, creativity and expression. There is plenty of time to introduce children to technology, it is actually unavoidable, allowing children to be children is how I believe they become well rounded adults.

I cannot imagine anything worse than the death of the primary 'project' ;brightly coloured cartridge paper, cut outs, drawings, being replaced by dry, standard PowerPoint presentations, by allowing that to happen would be denying children their right of creative, child-like expression. I believe it would be the beginning of the end. Shanti Sundram Hi Shanti, Thanks for the blog. One thing to think about is a comment made by my principal a few years ago now. She said that we will need to start thinking of the computer in the same way we think of a pencil. It is ' just another tool' (she said) that children use to express ideas and indeed create. Consider the number of our most creative adults who turn to the computer to do their creating - graphic design, installations, 3D animation etc. Sue

==You can add your post here by just clicking on edit and then typing. Note that some of the group have gone into 'discussion' to add their contribution. It might be better to use the discussion section for each collaborative group to start up their own discussion page. You can just label it CollGrp 8-1etc. Basically, just try it out. There are no right and wrongs on the Wiki but it is a good way to develop a collaborative document around a topic or idea. Eventually of course you could use it for assignment 2. Sue==

Claims in the Media
If you wish to develop this Wiki to be a useful tool for ongoing sharing of work and for collaboration you can use this page to post your response to the Week 3 activity on stakeholders and the claims made in the media about what should be taught in schools.


 * Report on one claim you have seen in the media about schools and what should be taught.


 * Do you agree with this claim? Why/why not?

Please ensure that you have expressed yourself clearly.

When making your entry to this wiki please use a subheading to keep this page organised.

Susan Nielsen

Without spending too much time searching for an article on "what should we teach in our schools" I have related back to an article that I used in a previous unit. The article inspired me to do the unit Topics of science as well as experiencing third term last with the grades 3-6 a unit with science activities. Science is a curriculum area that I believe, alongside the arts that should be implemented as an integrated curriculum in primary school contexts as they a very important elements to student learning new skills that are meaningful and relevant.

The article is "who is teaching science in Australia's schools?".

This article discusses the value of science as a literacy component and engaging element for all students as part of their educational learning. With new TV shows becoming extremely popular by our students as they watch CSI, Myth Busters, it is necessary that our young minds learn that science is engaging and experience first hand some great ideas to use as science investigations. The TV shows adopt the methods of observation, informed hypothesis, then experiment and test. These understandings help our young understand the world they live as well as the engagement, interest and the literacy that they are learning within science where they are reluctant to engage in through a literacy task. Science and the arts provides the avenue for doors to open for our young learners to develop their skills in many different concepts and social interactions.

Children need interest, enthusiasm and influence to discover new things and how they work. Unfortunately not all teachers are integrating science within their philosophy or pedagogy of curriculum within their school context, however I am seeing over the last five years teachers are influencing teachers and supporting more of their collegues to challenge their skills to practice science within their classroom context. The students are also asking for science activities as the media of TV programs are influential that the quantity of students within a classroom are eager and desire to be active participants which also creates power for the teachers to implement science on a regular basis. The use of Primary Connections, Working Scientifically With the new national curriculum being launched in 2011 integrating science will be a key discipline that will require teachers to implement within their school curriculum.
 * Hi Susan,**
 * This is indeed a vexing question. To what extent do you think it is to do with individual teachers perception or fear of the word Science and all that they believe it must incorporate. So much of the content of our planning is after all Science e.g. the weather, growing seeds, a classroom pet. can you add to this?**
 * Regards**
 * Sue**

I believe that science is being taught in school contexts as weather, seeds growing, life cycles of insects and children need to understand why things happen within the world they live in. If they do not know why, they are vulnerable to the fact that their thinking and knowledge is limited as well as possess information that is either not correct or misguided to incorrect understandings or beliefs.

Science for teachers can be daunting due to the fact they lack knowledge and skills to provide learning to their students as well as fear is a factor, however, I did mention that I am seeing science being integrated within the classroom context more and more over the past five years and this is just wonderful. The students are interested, engage and acquiring information and knowledge which is relevant and effective for building on prior learning. Next year with the new National Curriculum there will no doubt be many teachers forced to integrate science into their pedagogical beliefs and implement science integrated within other disciplines to not only fit it in to their planning but for student interest and engagement. Science is not the only discipline that teachers will be forced to incorporate in their pedagogy beliefs.

Article "sex ed in schools, it's serious". The article I chose to write about focused on sex education in schools. The article was based around whether we should or should not be teaching our children about sex in schools? The article was fairly objective towards the subject and brought up valuable points for both parties. Towards the end of the article the tone swung in favor of sex education in schools, bringing the well-articulated argument to an end. The writer did a fascinating job of hiding the fact she thought so all along.

I myself have strong views about sex education in schools, I have had a hard long think as to whether or not I agree with the writer and agree with it in general. My own sex education experiences at high school were reasonably good ones; clearly it is an awkward situation for a whole class of budding teenagers but from what I remember it was made fairly easy for us. The writer brought up a relevant argument about comprehensive sex education vs. abstinence-only sex education programs, which made me think further in to whether or not I myself would have liked this information at school and whether I would like to see my own children, nieces and nephews experience this kind of education at school. I think that I would like to see comprehensive sex education in schools.

Sex is a natural, basic human drive that at times our culture can stress beyond the norm. Biology teachers know more about the subject than most parents do and can help teach the basics in an objective kind of way. I think that this takes away some of the hype and mystery revolving around sex, keeping it simple and bringing it back to reality and this might allow the kids to accept the risks easier. There is nothing stopping children from having sex, especially not sex education at school. Sex consumes our TV screens, movies, internet, music, radios, magazines, shop windows, our whole fashion industry and basically our whole lives, why not give children a real heads up in what sex is really about through comprehensive sex education in schools? If your child watches TV, then they think they know about sex, children should be educated on sex in the real world, not sex in the media. Personally I think that both comprehensive and abstinence-only sex education programs can be combined, giving children the information and giving them the choice because when it comes down to it, it is their choice. So abstinence may be part of the program but should not stand-alone. Better be armed with the right information than going off and some times, not always having a bad sexual experience.

Like anything, knowledge can make for a healthier, safer, and happier kid who can most likely deal with maturity easier. So yes, I do agree with the writer’s views and I have formed more of an open and rounded opinion for myself on the subject from doing this activity.

Elle Davy
==**Well done Elle! A good critical reflection. Sue** ==

Claims in the Media In the ‘Examiner’ newspaper, dated Tuesday July 20, 2010, an article with the title ‘School principals want changes to funding delivery’ appeared. The main subject of the article was a call for changes being needed to the way funding is delivered to schools. The report presented the idea that the current funding arrangements were uneven, unfair and overly complicated. The part of the article that really concerned me was the statement of “three major software companies did a presentation on their international research into whether students are being taught the necessary skills for the 21st century”. My concern is the role of these ‘stakeholders’. From which point of view did they base their research and what do these major companies base their findings on? Is it that of their needs, or the needs of our students? It seems to me that private companies are becoming larger stakeholders in our children’s education. Take, for instance, the roles of a large banking corporation coming into our schools to teach financial skills and Woolworths’ sponsorship of the schools garden program. Will big business be allowed a larger influence on the nation’s curriculum as sponsors are sought to finance programs in our schools? What influence will big business have on our children’s education? Lynda Harmer ​
 * Hi Lynda,**
 * Clearly, this is a very big issue and one all schools and teachers need to be aware of. Big businesses such as Woolworths may well have an alterior motive but on the other hand they may have a community action component to their mission statement. How will schools know the difference? or should we simply boycott them all.**
 * Sue**

National Schools Chaplaincy Program I feel that school counsellors would be a better investment. I don't think that one religion should have priority in our schools. If religion is brought into our schools at all it should be in the form of studying each religion as a whole from an unbaised basis. Also this funding is available to private schools that already employ a chaplain. Why should they get extra funding for something they can already afford. I believe there should be a clear separation of the Church and the State and that the money could go to much better use. Donna Monish Hi Sue, a chaplain is always going to be seen as a religious person of a particular denomination, not coming from an unbiased position. Surely there are suitably qualified people who can fill the role of advisor/confidant on spiritual or personal matters that would not be seen to be pushing a particular barrow. Donna.
 * The National Schools Chaplaincy Program was announced in Oct 2006 by the Howard government. It provided $90 million of Commonwealth funding over 3 years for school chaplains, which was subsequently increased to $165 million. The Rudd government announced it would honor these funding commitments. A discussion was held on ABC Radio National 17 June 2008 asking "What do you know about what chaplains are doing in our schools, and would school counsellors be a better investment of the $ 25,000 available to every school under the plan?"**
 * Hi Donna, You raise some important issues here. This does smack of 'values' and, of more concern' values potentially being dictated. many schools see the notion of chaplaincy being tied up with spitiuality in a general sense - an aspect of the education of 'the whole child'. A chaplain then has the role of meeting this need at a non denominational level. Is this reasonable or would you still see a need to separate 'church' and state.**
 * Sue**

“Schools urged to focus more on native endangered species” This article is based on opinions of a Queensland marine expert and states that “Australian schools should teach more about local endangered species rather than animals like polar bears.” (ABC regional News, 5/9/2007). It goes on to discuss the varying fish species that have been tagged across Northern Queensland and the plan for a fisheries biologist to visit students in this area to raise awareness of these endangered species. I agree with this claim. I chose this article as I believe learning about animals in your own back yard is far more important than learning about animals in other countries. Although, there needs to be some balance. Students need to know that different animals exist in different areas. There is so much to learn about Australia that I believe this should be focussed on more closely than other countries. On the flip side, learning about other animals promotes interest and maybe combining learning about native endangered Australian animals and animals that are similar in other parts of the world will help students in their learning.

Sarah Greig
 * Hi Sarah,**
 * I like the way you have argued your case on the run i.e. considered different points of view as you write. In situations like this it is sometimes more relevant to know the purpose of the learning opportunity. If polar bears are linked to a unit on global warming this makes clear sense. Can you link the study of other animals to a clear learning purpose?**

\**Sue**

=MUSIC MAKES KIDS BRAINY=


 * The Sun, Sept 20th, 2006**

This article argues that music lesson can boost a child's brain power. A study at the university of McMaster in Canada has shown that children who have had musical training have better memories, IQs, literacy and maths skills. Researchers tested children for a year, whereby one group had music lessons, and others did not. Those children who had the music lessons did better in other areas than those children who did not.

This article was relatively short, and did not mention how many children were tested. The study may have been quite small, but I do tend to agree with the arguments put forward. Music is something that I am passionate about, and I have taught music for a long time. There has been much research that aligns with these views, and shows the benefits of music lessons.

I realise that it is really difficult for teachers to fit all areas of the curriculum into their days, but I feel it is a shame that many children do not participate in music lessons at school. Music and other arts areas are often the first things to go. I feel that this is a shame. However I realise that each teacher, student, and other stakeholders have opinions on what is important in a child's education. Finding the time and resources to incorporate each areas often proves difficult.

Natalie Hillier

Teachers warn against cutting student hours for technology and design
Sydney Morning Herald <span style="color: #5b015b; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">July 20, 2010 <span style="color: #5b015b; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Article written by Jessica Mahar

<span style="color: #5b015b; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">This article discusses how the draft timetable released by ACARA "devotes 80 hours to design and technology in years 7 and 8” compared to the 200 hours currently timetabled. Head teacher for Industrial Arts at a Sydney Technical High School comments that "If you cut it by 60 per cent it's very hard to do meaningful practical projects" and "If you cut off a significant part of a course and we don't expose kids to as many different forms of technology, it limits what they are going to think about as a career". Dave McPherson, the president of the Institute of Industrial Arts Technology Education goes on to say “technology offered students more than just chalk and talk - it offered them literacy and numeracy skills. Kids want to get their hands on things, they want to see a rocket explode, they want to see things breaking, they want to be able to make a cutting board, they want to be able to cook a cake and taste it, they want to be able to sit at a computer and design a system, they want to make things and understand how and why,.

<span style="color: #5b015b; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">I tend to agree with the views expressed and thought this article provided a good example of the views of subject specialist teachers as stakeholders in the curriculum. During my student poll I spoke with three high school aged boys and one of key comments from all three was that school needed to be more fun and that sitting in classroom all day was boring and the best subjects were the ones that you got to move around or do different things things. I think for boys design and technology offers a more practical hands on approach to learning that many of them desire and keeps them engaged but I think it also offeres just as much for girls as well. I wonder if many teachers (and the public) still tend to think of D&T as the "boys in the woodshop" type of subject? Having just completed the Design and Applied learning unit, I have learnt that it is much more than that and have also learnt that numeracy and literacy (among other skills) can be very effectively integrated into this subject. Researching and creating designs incorporates reading, writing, drawing, numeracy (measuring, weighing etc), history(of designs and cultures) and ITC (internet searches, powerpoint, reports etc). Using design challenges to encourage students to find solutions to problems encourages critical thinking and group work (oracy). Cooking involves reading recipes and challenges can be set to doubling or halving the ingredients (numeracy). It promotes environmental awareness (how will the students designs impact on society) and life skills.

<span style="color: #5b015b; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">At a time when concern surrounds keeping students at high school level engaged in their learning I think it is important to look more closely at just what is engaging **to students** and as teachers challenge ourselves to find ways to build upon that and incorporate into our students learning.

<span style="color: #5b015b; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Mell Moulin

<span style="color: #5b015b; display: block; font-family: 'Comic Sans MS',cursive;"> ** What should we teach in schools? ** ** Part 1 – Claims in the media **

** ‘Is the National Curriculum overdue, or spoiled by political correctness”. ** ** By BRETT MASON, Senator and Shadow Parliamentary Secretary for Education and School Curriculum Standards. ** ** 22nd March, 2010 **

** Brett Mason believes aspects on the National Curriculum are welcome, such as an emphasis on Literacy and Numeracy, however there are “serious concerns about the direction the curriculum drafters choose to take in a number of other areas, such as history and science”. ** ** The Three Cross Curriculum Perspectives, being the Indigenous Perspective, Commitment to Sustainable Patterns of Living and Australia’s Engagement to Asia, are to be included in each subject area. ** ** In Mason’s opinion, there is “a question of weight, priorities and perspective as to how much, when and in what context students are required to absorb these themes. ** ** Mason continues on, providing examples, and one in particular, that preschoolers are taught about Anzac Day and Sorry Day, but then have to wait until the later years in primary school to learn about the significance of Australia Day. ** ** Mason makes some valid points in this article but it is quite obvious that he is talking from the point of view of a member of the Opposition. ** ** I support the idea that all students, in primary and secondary, will be studying the same areas at the same time across each state of Australia. It just makes sense to have the same curriculum standards throughout our country. I do believe that there needs to be specialist programs to cater for the individual needs of each student. **

**// Lauren Woodland //** =<span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">﻿Pupils get in touch with the enviroment = The Examiner Newspaper August 2010

This article was about students on the East Coast of Tasmania getting involved with the National Tree Day. The students were involved with planting trees and they were involved in a talk given by an ornithologist. The Parks and wildlife ranger believed that it was a vital part of education for our children. The students also observed pengiun burrows, learnt about bird colonies and had a turn at building a nest of their own. Ms Gilling a spokeswoman for Planet Ark believes that "the future of our planet is in the hands of our children."

I support this idea of having children involved in such activities. As teachers and parents we are always talking to children about different things that are happening and ways we can help improve our planet. Being able to be involved with activies such as National Tree Day gives our children a great learning experience. (Susan Laverty)