Claims+in+the+Media+Di+11

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.

=Financial Education to Start In Primary School= Laura Johnstone ====This article enlightens readers on the goals of the Personal Finance Education Group (Pfeg). They consider that children today, as young as eight years old, are making financial decision their parents did not have to make when they were of the same age. The decisions that eighteen year olds are faced with today in respect to finances are “too much to handle without proper education”.==== ====Pfeg believe that children need to commence financial education from a primary school age in order to “prepare them for what they will soon face”. The group is not unrealistic about their approach to financial education; they do not have the intention to educate four-year-olds about the stock market, but rather about coins, keeping money safe and saving etc. They claim that it is often not enough to rely on parents to educate their children about finance; it is up to the school to teach them too.==== ====My views of financial literacy are in accordance with those of the Personal Finance Education Group. As we live in a media saturated society, it is important that children are made aware of the risks involved with immersing themselves in unnecessary debt from a young age. Many studies and surveys have found that a large number of Australians are naïve to the risks and consequences that come with being sucked into the consumer driven society we are part of today. It is the role of schools and educators to prepare children with the skills and knowledge to assist them in becoming fully functional and effective members of society. To equip them with the knowledge of financial literacy will empower them to make sensible and logical decisions that they will be faced with in the real world.==== ====I too do not consider it to be sufficient to leave this for parents to teach their children, many parents themselves do not have the skills and knowledge to be considered financially literate- how can we then expect that they will adequately educate their children if they themselves lack understanding?==== ====Children need to be taught from a young age how best to manage their money, to save, when it is appropriate to borrow money, interest etc. Children today are often found borrowing money from parents, siblings and friends to fund their desired purchases, and thus it is essential that they will commence their financial education in the primary years of school to ensure they have a full understanding and are prepared to make more crucial financial decisions when they reach adulthood.====

Rob Stock
​

Emma Wisby [] The ex-cop in this news article thinks that discipline should be more profound in the classroom and at home. He makes these claims as he believes youths have lost all respect for police and the wider public group. He believes misbehaving youth should be locked up and taught a lesson. The article says the ex-cop believes that parents and teachers do not discipline. In regards to if I agree with this article – I think it depends on what sort of discipline we are talking about. I think the man in this article is looking more at corporal punishment, which I do not believe belongs in schools or homes. But in terms of teaching respect to police and the wider community, I think this would go a long way in school. But I also think that teachers struggle with this issue as it can be a touchy subject that is a bit of a grey area in terms of what is allowed and what isn’t in terms of discipline. There are a lot of articles in the Mercury recently about attacks on teachers and I think this has teachers scared about retaliation if they do discipline children. I think the schools and teachers need to work collaboratively with homes and families to bring discipline and respect back into schools and the wider community.

“Schools must teach thinking” The article written by Rachel Browne on March 14th 2010 for the Sydney Morning Herald (online version), reports that happiness levels in Australia have fallen over the last 60 years. Throughout the article Browne (2010) cites the opinion of Dr Edward De Bono who believes that including thinking in the national curriculum would lead to a reduction in the depression rates in Australia. Dr De Bono, as cited by Browne (2010), believes that the national curriculum simply mirrors what has fundamentally been included throughout history. He believes that the national curriculum should include a more practical and lateral content (Browne, 2010). In my opinion, the national curriculum is definitely a positive step in the right direction. I agree with Dr De Bono in relation to his stance on lateral thinking in order to achieve happiness. Being educated in numeracy, literacy, science and history is of paramount importance, but using knowledge to interact and engage in a more societal sense is just as important. I do not think that such practical knowledge should be explicitly included in the curriculum however. I believe that it is the job of the individual teacher and their support network to implement the national curriculum in a way that will include practical and lateral meaning for every student. As a pre-service teacher I am constantly thinking about the ‘how’ of teaching not just the ‘what’. Reference: Browne, R. (2010, March 14). Schools must teach thinking. //Sydney Morning Herald.// Retrieved from http://www.smh.com.au/national/schools-must-teach-thinking-20100313-q53b.html

(Amanda West)

"Sex risks in school"

The article written by Damien Brown on February 22nd 2010 for the Mercury, reports that sexed-up children urgently need special programs to treat their condition. Experts have reported that programs need to be implemented into schools to identify potential sexual predators at a young age. The programs need to aide these children to break the cycle before it is to late and they become the next generation of sexual predators. Liz Little cites in the article that we have become very good at identifying those chilren displaying these behviours but currently we have no program to offer them to enable them to change those behaviours. I agree that if we are able to identify these behaviours in cildren then we should be offering them a program or at least some intervention to try and avoid them becoming sexual prdators. We would be failing these children if we were identifying these behaviours and then doing nothing about them and allowing them to go on and becme sexual predators. Not only have we failed those children we have failed the next generation who will become the victims of these predators. I believe schools need to where possible be working with families, and implementing these programs to try and avoid this behaviour in future years.

Reference: Brown,D (2010). Sex risks in school//.Th//e //Mercury//. Retrieved 26th July 2010 from // [] // //.//

(Gail McNeill)

This is the claim I found in the media:

'Mr Flannery, 37, who works in finance, said he was so concerned about the way banks treated consumers that real-estate and mortgage lessons should be taught in schools "because it's something that we will all be involved in one day".'​ []

The article is about interest rates and the effect they have on the homeowners and mortgage holders. People buying houses are forced to take greater risks because of the uncertainty of interest rates and the values of their homes.

I have to confess that most financial speak is above my head. I really struggled with financial maths at school, far more so that any other area of maths. I found it very hypothetical and unrelated to any experience I had ever had. So on this basis, I agree with Mr Flannery.

If students were exposed to real-estate and mortgage lessons while they were still at school I believe they would be far better prepared for the financial decisions they have to make possibly immediately after leaving school.

Aswell as the areas Mr Flannery mentioned, I would like to students to learn how to budget and be in control of their money. Mostly, young people don't earn heaps as soon as they leave school and often they don't have the skills to manage the money they earn. If students could learn at school how to budget, that would include areas of finance like mortgages, loans and repayments even groceries, phoneplans, petrol costs and rent.

I wish I had the chance at school to look at finance maths in a way that was relevant and that I could understand.

Laura Reynolds

**//__MORE RELIGION SHOULD BE TAUGHT IN SCHOOLS.__//**

More religion should be taught in schools to lift the nation's ethics and values according to Governor-General Michael Jeffery. Australia's new viceroy suggested schools shoud teach the core beleifs of **//"Faith, Hope and Love".//** He said the reduction or elimination of religion in schools had had a negative impact on society.

McManus, G. (2003). //Boost religion in schools// [Electronic Version]. Herald Sun, Edition 1. News (p. 3).

This is a core beliefs issue. Certainly, religion is taught in the Catholic and Christian schools, To introduce religion into the government schools could prove difficult. Where would we start? Consideration needs given to all multicultural communities within Australia. However, what is wrong with teaching **FAITH, HOPE** and **LOVE.**

We don't necessary need to name it religion. We all belive in something, isn't that faith? We all have dreams and ambitions, isn't that hope? Love needs working on, not only in schools but the world! I do not have a problem with beliefs taught in schools, the question is which belief would we teach?

<span style="color: #720d0d; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Catherine

<span style="color: #800080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 150%; text-align: left;">Arts Group Hits Out At Curriculum

<span style="color: #800080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 150%; text-align: left;">﻿ <span style="color: #800080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%; text-align: left;">An article I read from The Age written by Miki Perkins on the 6th January 2009, claimed that visual art, dance, drama and music should all be included in the curriculum. The article states that in the new national curriculum, the arts would not be considered among the first two phases (Perkins, 2009). Julie Dyson, head of Ausdance states, (Perkins, 2009) "The arts contribute to numeracy and literacy in ways that have been proven and encourage a rounded education."<span style="color: #800080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%; text-align: left; vertical-align: sub;">﻿ Perkins, M. (2009). //Arts group hits out at curriculum. The Age.// Retrieved 31st July, 2010, from [] <span style="color: #800080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%; text-align: left; vertical-align: sub;">﻿ <span style="color: #800080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%; text-align: left;">I agree that the arts should be included in the school curriculum. As well as contributing to numeracy and literacy skills, I believe the arts encourage children to be creative and builds confidence and self expression in children. In addition, I believe that the arts can be intergrated with other subjects and learning areas. **Katie Powell**

Homes, not schools, should teach values (Vanessa Triffitt )

"In the overall education picture, however, values are primarily the responsibility of parents and a subsidiary issues for schools"

Source: The Courier Mail (Brisbane) 31/08/2005 []

I agree with the statement made that parents are the ones who should provide children with values and should also teach their children right from wrong. Children should be already gaining an understanding of their family values before they enter formal schooling. The teachers role is to educate children and to introduce them to the world of acedemic knowledge.

__**Outcry at sex study failure**__ Rebecca Mendonca

In this article, a representative from the Greens, armed with some unfounded claims from family planning, states that the education department is neglecting its duty of care to students; claiming that Tasmania has the nations second highest rate of teen pregnancy and chlamydia in the nation. They also claim the lack of education about personal relationships, S.T.I's, 'appropriate sexual behavior', sexuality, pregnancy and sex is causing students to be 'vulnerable to unwanted sex' and has caused some students to believe they cannot get pregnant if they have sex standing up. I have some problems with this article and its claims. Apart from 'claims', there is no evidence of a survey or details about how the data was collected. As a teacher, this article makes me wonder what exactly is expected of a teacher these days? How does a teacher cover so many topics/ issues in the four and a half hours in a class room per day.This article is politically motivated and essentially blames schools and curriculum for parents not watching their children. Where can we draw the line? As far a I have always believed, learning about personal relationships, is something that parents modeled for their child. A child learns to be a good person and treat the opposite sex with respect from watching their parents agree/disagree/ work things out and grow from it. I hardly think it would be appropriate for a teacher to model these behaviors for their class. I remember completing a questionnaire in sex. ed, in 1999. The question about falling pregnant if having sex standing up was one of the questions. As a grade 9 student, I kind of felt that just having this as an option on the sheet implied that the teachers thought we were all completely stupid. So, of course, being 15 I answered Yes. Perhaps the validity of the data they are using should be considered?

Killick, D. (2009). Outcry at sex study failure. //The Mercury//. Retrieved 27 July at 9:22pm from []

<span style="color: #8b00ff; font-family: 'Comic Sans MS',cursive;">This article is one I found is consistent with my thoughts on education and relates to the things I feel are important to be taught in schools. I feel strongly that personal finance is important to studnets of all ages and can be made relevant to them, thus enabling teachers the ability to teach with relevance. Effective communication and good social skills are lifelong skills that all students will need throughtout their lives if they are to have a positive impact within their community. I was a little concerned with the title Sales, but upon reading about it realise that this too is a valuable skill for students to obtain for adult life. It also goes without saying that time management is a skill that is of the utmost importance and as adults this skill can greatly affect a persons employment prospects and aslo the effieiency of the daily running of their lives. I also found the add on about health is an important issue for students to learn and this is often a skilled that is learned from modelling.


 * 1) 1. Personal Finance

Every week or so, there always seems to be a new article in CNN, USA Today, or Yahoo about young adults struggling with debt, whether it be from credit cards or loans in general. High interest rates, hidden fees, not consolidating debt – these terms and concepts are mostly unknown to young adults and because of that ignorance, they tend to make big errors in judgment. A prime example is thinking that they just have to pay the minimum on their balance and not realizing that by doing so, they pay 2-3 times as much in the long run.

Alongside that, most young adults don’t have a clue on how to invest their money. They don’t know what a Roth IRA account is, or a 401k, or the magic of compound interest, the tax benefits associated with investing in these types of vehicles, etc. There’s a lot of specialized knowledge out there that young adults are not aware of on when it comes to how they can invest their money and as a result, they frivolously spend it away.

Credit score is another big thing. A lot of young adults don’t bother to check up on it to make sure there are no errors with it. Your credit score is your report card in the real world and it comes into play when you’re buying a car, renting your first apartment, and even when you’re getting a job (most employers are now checking credit scores to determine how responsible the candidate is). Protect that at all costs. Learn what drives your credit score down. Learn what drives your credit score up. Check up on it every now and then to ensure nothing is wrong with it.

Even something as basic as creating a simple budget is beyond the grasp of some young adults and it simply amazes me that a lot of people don’t do this and some don’t even know how (you’d be surprised). Figure out your income after taxes, pay yourself FIRST (this is a big one – most people pay the bills and frivolously spend the leftovers until next payday), see what you can cut out if things are tight, look to see where you can bring in more income if you need to do so, etc.

Another important subset regarding personal finance are those “intangible” things, such as learning to differentiate between need and want, delaying the gratification, and having an inner sense of value. These concepts can’t be taught in the classroom but only taught through oneself via self discipline.

We live in a materialistic society where unfortunately, many young people grow up with the “have” then “be” mentality.

If I have _, then I’ll be.

Blame it on the media, advertising, or the impressionable minds of young people, but you’ll frequently see that a lot of people get stuck in this mentality and as a result, needlessly pile themselves in a mountain of debt.

One thing that I want to point out to students is that you’ll find as you get older, that a lot of people “fake” financial success. Not all, but a pretty big chunk. The neighbor or co-worker you see with the fancy car and nice clothes are most likely knee deep in debt while you’ll find the people with the average car and clothes have little or no debt and a nice big cushion of savings to that as well.

And the ironic and sad part is that most people don’t really care about other people because they’re so busy with themselves, so all that effort to impress others is really all in vain. The inherent danger in trying to accumulate expensive things to feel good about yourself is that you’re telling yourself that you need something outside of yourself to validate you, when everything you need to validate yourself is already within you. Stop looking for anything outside of you because there will always be something new and better to purchase. It’s like a dog chasing its tail. You’ll never catch it. Learn to simplify your life and to be content and grateful for the things you have. Don’t get caught up in the materialistic chase because once you do, it’s hard to get out.


 * 1) 2. Communicating Effectively

By this, I’m not necessarily talking about giving speeches and presentations, although that certainly falls in this category. I'm mainly talking about being able to clearly take what’s in your head and to put it into words so the other person clearly understands what you’re saying the first time.

I know that sounds simple, but I’m sure you’ve met people in the workplace who don’t take the time to prepare when they speak with you and as a result, waste your time talking in circles when all you want to say to them is: “Can you take some time to think through what you want to say and come back to me later with that?”

Communicating effectively is one of the most underrated, yet most powerful skills you can develop.

The biggest part in communicating effectively is preparing what you want to say beforehand. Keep it simple. What’s my point? Why? Prepare a good example.

Your best friend in communicating effectively are these two words: “For example”. Whenever you see a confused look on people’s faces, your best response is leading with those two words: For example. When you do that AND follow up with a relevant example, it allows the other person to “frame” what you’re talking about to get a better idea of what it is.

Communicating effectively is one of THE MOST underrated and MOST valuable skills a person can have. And let me tell you on a personal level, there’s nothing more refreshing than dealing with people who take the time to prepare what they have to say and back it up with clear examples. It’s a very rare skill nowadays.


 * 1) 3. Social Skills

Closely related to communicating effectively are social skills in general. After you graduate, you’re not going to be dealing with your high school or frat buddies anymore.

You’ll be dealing with many people from different backgrounds, countries, and more importantly different age groups, so it would be wise to learn how to socialize outside your own group.

Cut the slang. Learn to respect customs from other countries. Learn how to listen – few people do. Learn when to speak and when NOT to.

Build rapport. Learn the art of networking – that’s key. Networking is a big skill that’s not taught enough in schools. Learn to compliment. Mingle. Make small talk.

Learn to approach people – that’s another big skill. Most people don’t have the guts to take the first initiative and introduce themselves. Be the big man. Take the first step. Learn to make the other person feel good and important. Dale Carnegie is your best friend in this area (Google his name if you don’t know what I’m talking about)


 * 1) 4. Sales

Obviously I’m not advocating people becoming a salesman after school, but learning the art of selling is what I’m advocating. If you think about it, we all sell everyday. We sell ideas to our boss. We sell to our friends when we pitch ideas on what to do this weekend. We sell ourselves in job interviews. You could say that sales is a great combination of social skills and communicating effectively, but with some other components you should pick up that will be useful.

Listen. Really listen. Actively listen. Learn how to be convincing. Be persuasive. Think of objections and counter them ahead of time. Stress benefits instead of features. Listen to the other person. (yes I know it's a repeat, but it's for emphasis) Develop empathy. Think in terms of how you can help serve the other person.

Selling is one of the few skills that can be utilized in any job or career. It’s one of the most important cross marketable skills you will ever develop.

#5: Time Management

Speaking of other skills that can be utilized in any job and career is time management. The majority of students never really learn to value their time and manage it while in school. Procrastination is all too rampant (studying right before class, doing homework and essays the day it’s due, partying the night before the exam). This lack of time management often carries over into adulthood, which becomes a major liability.

Learn to make a to do list. Learn to prioritize. Learn to break things down into 30 minute blocks of time. Learn about actionable items. David Allen’s GTD system is your best friend here along with Dan Kennedy’s No B.S Time Management. Again if you’re unfamiliar with these people, Google is your best friend, but I’m sure the majority of readers will know what I’m talking about.

__+1. Health____

It’s not enough to make students run a mile and play sports. Education is needed now more than ever. Education on the dangers of consuming too much fast food. Education on what diets in high sugar and fat can do to the body. Education on proper nutrition. Education on the importance of exercising regularly as well. I think if schools start teaching these kinds of things, we could nip so many problems in the bud because most teenagers will not research this material on their own. The few that do have a head start in life but if we can’t teach them, schools should at the very least raise some sort of awareness and have an introductory class that talks about them – Real World 101.

Kim, B. (2007). Top 5 things that should be taught in schools. Retrieved August 8, 2010 from [] (Tanya Britton)

Parenting isn't a bunch of skills that can be taught Lynn Watson

I read and article called “parenting isn’t a bunch of skills that can be taught” this is based in the UK and Lib-Con education Secretary Michael Grove is considering a proposal by Frank Field to put a GCSE on parenting in the curriculum.

The author of this article disagrees with this policy, he states “parenting is not a skill or an academic subject that can be effectively communicated in an institutional setting.”

I chose an article I disagree with, more because I feel quite strongly about a greater transparency of sex education within the curriculum. The UK is currently the holder of the highest teenage pregnancy rates in Europe. This is not something that can be ignored and we are developing and creating younger and younger parents who mostly do not have the maturity or experience to cope with being a parent. I feel that due to the nature of our culture and the exposure the youth of today are having to sexual content this is only going to increase. Through pop videos and reality TV shows children are being exposed to a world that they might not fully be developmental ready for. So I wonder how do we know the exact age to teach sex education, since they are being exposed to it on a daily basis at a younger and younger age. If children become curious about sex education who are they going to turn to their parents or their friends? I know I would turn to a friend rather than the embarrassment of asking my mum. But then who told the friend her knowledge?

Sex education within the curriculum means that children are getting the opportunity to be a mature and socially responsible sexual adult. A large number of people will have a child, who has taught them to be a parent? We are expected to learn from our parents and society around us. But I worry about the proportion of people who grow up in abusive homes, or 1-parent families. I am not saying if you grow up in a 1-parent family you will not make a good parent but with a national curriculum you are allowing all children the same right to access information. It is then up to them to use it how they feel best suits them and their needs as they become parents.

I believe knowledge is power, if the youth of today had a more practical skill like parenting maybe the teenage pregnancy rate wouldn’t be so high. It might educate the child to have a greater understanding of the consequences involved in being a parent and if they chose to be a parent then it only helps them to do well. It might make some stop and think about it more, being safe about it, and being able to make responsible choices for themselves.

I think parenting is a skill, some people are more natural than others, and some take more work to get it right. The curriculum in a school is meant to prepare the students not only academically but also socially so they can function within the society as a whole. If we educate this generation about how to be a good parent it will naturally follow onto the next generation.

Furedi, F (2010) Parenting isn’t a bunch of skills that can be taught Retrieved August 11, 2010 from []