Claims+in+the+Media+Eve+02

=​Week 3 - What Should We Teach?=


 * 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.

NB: Hi Guys - please also click on the 'Discussions' link at the top of this page to view some of your other colleagues postings, which were inadvertantly posted on the wrong spot. (Sharon Fraser)

amyleee Jul 26, 2010 7:40 pm

Link: [] Claims in the Media Eve 02

Reading this online opinion invigorated my argumentative side. It’s always refreshing to see people so passionate about a subject. The article is written by Jane Gooding-Brown; a visual arts teacher and lecturer that has been exercising her passion for over 40 years. In her opinion she creates a strong argument to why the arts (particularly visual arts) should be more respected throughout ones schooling life and within the curriculum. She writes about her own opinion and others’ opinion with high credentials to back up her argument that something needs to be done.

Somewhere over years, a known disrespect for art within the Australian population was created and clearly voiced in her opinionated piece by others. A quote from Steven Lacey. ‘Are Australians visually illiterate? That's the question that architects, designers and their critics have been pondering since the first convict staggered ashore, whacked up a bark humpy on the edge of Sydney Harbour, hung an emoh ruo sign on the front door and stuck a gnome in the garden.’(Steven Lacey- The Sydney Morning Herald in 2008 “The triumph of ugliness” March 22).

There is frustration in Jane’s writing as she explains to the reader about the disrespect for the subject, (‘ but they all fail to understand the constant uphill battle against prejudice, ignorance and discrimination that teachers of the arts, particularly the visual arts, face every day in schools’) and how beneficial the arts is for educational development, (‘One consequence of this indifference and discrimination to aesthetic and visual arts education is that our visual quality of life and particularly our urban landscape becomes an aesthetic dog’s breakfast.’) Here Jane is openly agreeing with her quoted people and stating that she thinks something needs to be done.

I do agree with Jane; I think the arts in the curriculum should have more respect than what it does, and the proof that the arts contributes greatly to the development of children, but reading the comments for and against really opens ones’ mind. Although I do believe Jan; I am passionate about the following comment that suggests that art is important, but needs to be put in the curriculum with a more specific guidelines to help strengthen all areas. "It seems to me that we need to rethink what constitutes 'art' and the ways in which it is tied to other types of knowledge" (Posted by Pynchme, Thursday, 15 July 2010 11:19:37 PM)

Art is an amazing subject there’s no denying. In year 12 V.C.E, I was an A+ Visual arts student and continued into Tafe, there’s no denying my passion. I also believe like Pynchme, that it can be an even more powerful tool for all involved if intertwined into the curriculum specifically to help enhance the development in other subjects. I personally want to see no argument, instead facts and proof that Visual arts is to be respected and taken more seriously in all levels of schooling.

(Amy Lee Elliott)

Posted by Fiona Nolan 30/07/2010


 * Writer unknown. ‘Push to teach students the odds of pokies, horse racing.’ Courier Mail. Retrieved **** 30/07/2010 **** from www.couriermail.com.au **

The article cites a recommendation from the Australian Hotels Association (AHA) that gambling education be included in the national curriculum.

The AHA have stated that there is a 'genuine need' to provide students with accurate information on all forms of gambling. The AHA's recommendation states that this information is required to 'adequately prepare students for life after school' (as cited in the article) and would complement current learning areas such as sex and drug education.

The AHA claim that students 'do not understand the odds when gambling' and are overly confident when estimating their chances for success.

Depending on the form the proposed teaching takes, there may be value in educating senior secondary students about the pitfalls of gambling. Whether this needs to be an all-encompassing guide to all forms of gambling is questionable and schools may elect to place with alcohol and drug awareness as opposed to within the maths curriculum as the tone of the article suggests.

There is certainly a place in schools to inform students of the effects of problem gambling in particular, just as students need to be aware of issues such as internet safety and drug use. Gambling is a widespread and relevant issue in our society and students of the correct age group should be provided with an opportunity for form grounded opinions on the subject. However, discussions of actual probability and detailed discussion on various forms of gambling may be best left to other forums.

Claims in the media: I found an article form The Australian stating that Tony Abbott wants Bible Studies to be a compulsory subject in the National Curriculum. He says that parents and students should no longer be given the option of whether they want to learn about the text in the bible. I do not agree with this claim made by the opposition leader Mr. Abbott. There are some subjects that students must learn, such as literacy and mathematics. However, forcing students into learning about the bible and religious studies is unnecessary. It is not essential for every person in Australia to have this knowledge, and not studying the bible will not effect any students future.

Posted by Bec Prince - 25/07/2010

__ 7.30 Report ABC __ __ “Education systems too narrow:” Sir Ken Robinson __ __ 16/6/2009 __ __ Reporter: Kerry O’Brien __ I saw an interview with Sir Ken Robinson who is an Education and Creativity expert expressing his views that our education systems lack creativity. He states that education systems the world over have only a priority for disciplines such as maths and literacy and neglect the arts such as music and dance. While he believes that we do need high standards in these areas he sees that there is more to education than just “reading and writing.” It is just as important to include curriculums that promote imagination and foster students’ creativity and follow the likes and interests of the students. I agree that the importance of the arts seems to be deemed not as necessary as the other disciplines mentioned. Creativity is important so children will learn self expression, problem solving skills and creative thinking for the other disciplines they will study. The future is uncertain and we have no way of knowing what challenges our students will face when they grow up so it is imperative we arms them with the tools that will help them meet those challenges.

Posted by Kelly Heath 25/07/2010

What should we Teach? Rhonda Terjesen - 24/7/10

I found an article by Lynsey Haywood "//Music makes kiddies brainy".// Lynsey talks about how musical training can help children in other learning areas such as literacy and mathematics. The article was backed up by findings in research projects. There is signficant evidence that children will have better memories and IQ if provided the opportunity to learn and study music.

I would tend to agree with Lynsey. Music allows students to be create and express feelings, perhaps more so than any other discipline. Discovery of self is a truly important journey, music lessons can provide a safe and fun environment for children to take risks, use their imaginate and creativity. END

Article: Browne, R. (14/03/2010). Schools must teach thinking//.// //The Sydney Sun-Herald //. Retrieved 24/07/2010 from ANZ Reference Website. Edward De Bono calls for the inclusion of thinking in the National Curriculum according to an article written earlier this year, //Schools must teach thinking//, by Fairfax journalist Rachel Browne. De Bono believes children enjoy thinking whilst providing them access ‘to take charge of their lives, the ability to make decisions, make choices and so on.’ His comment, ‘The focus should be on the world today, what you need to know now rather than what happened three-or four-hundred years ago,’ implies a critical view of history in the curriculum. History specialists and historians would be quick to point out that history teaches students critical thinking as well as provide an insight to the development of thinking across the domains of human life. The article continues with a plug for the ‘happiness industry’; a two day Happiness conference in Sydney in which Mr De Bono was one of the 50 speakers. Cynicism and criticism aside, De Bono does make an interesting and valid point. ‘Youngsters are ready for it. They love thinking - it's a joy for them.’ De Bono might be relieved, as am I, to find that thinking is referred to in the National Curriculum Board’s 2009 report, //The shape of the Australian Curriculum//, as being one of the ‘general capabilities’ alongside literacy, numeracy, ICT, creativity, self management, teamwork, intercultural understanding, ethical behaviour, and social competence. (National Curriculum Board, 2009, p.12) Thinking skills refers to a range of kinds of applied intellectual activities that are involved in using information to achieve outcomes. They include elements such as solving problems, making decisions, thinking critically, developing an argument and using evidence in support of that argument. Thinking skills constitute the core of most intellectual activity. (National Curriculum Board, 2009, p.12) At this point of the role out and draft of the National Curriculum, thinking appears to be an integrated subject, ignoring Victorian philosophy educators’ call for thinking to be taught as a stand-alone subject, philosophy. Their website [] illustrates a persuasive argument for the curriculum makers to create space for philosophy, claiming that it covers all the ‘general capabilities’ as outlined in their report. Teaching thinking skills provides students with a toolbox for life, giving them a variety of approaches to create authentic meaning from knowledge taught in all areas of the curriculum and the world, both past, present and future. To view the ‘Shape of the Australian Curriculum’ report, please click on the link below: []

Smiles... Kazz

(K.Stafford)

== "Financial literacy should be taght at school." Harper, A., AAP Australian National News Wire, 20/04/2010. I agree with the ideas presented in this article, that high school students should, as part of the curriculum learn about financial management. Having basic level knowledge of this type would allow them to become financially responsible. In view of the recent world wide financial crisis, this type of knowledge would go along way towards equiping future citisens to not make the same mistakes.  ==

Claims in the Media

Shine Magazine July 2010 Issue 06 Pg 22

There are various stakeholders in the curriculum that all have their own reasoning behind what they believe should or needs to be taught in our schools. I feel that there are things that should be taught in the curriculum. The article that I read in the Shine magazine was titled "Spreading the word about smoking" written by Rachel Skinner. The article refers to a member of a group called The Laryngectomy Association of Victoria. They travel around Victoria visiting highschools and showing students an insight into the very real effects of what smoking does. They inflict fear and cause the students to be emotive and expressive. I think that this is an incredible program that must save hundreds of lives as students see what happens first hand that these members no longer have a voice box and daily tasks such as swimming or showering can cause death through their stoma ( a hole located in the throat after Laryngectomy surgery) that, if filled with water travels straight to the lungs and they would drown.

As a former smoker (7 years) and the sister of 3 sisters and a brother who continue to smoke. Programs like these need to be enforced. The curriculum should include smoking, alcohol, drugs and drivers Ed. Too many young students as young as grade 5-6 are smoking, this not only assounds me but is a realisation that more needs to be done. Students believe they are invincible when really they need more solid, concrete proof that there are risks and if programs like this were implemented in the curriculum it would not only provide the students with realistic consequences but also inform them of decisions to make.

Jessica Backhaus