Curriculum Renewal

Having revelled in a modicum of stability since the introduction of the Australian Curriculum, schools are again facing a period of uncertainty about curriculum. This time though, it is not the subject matter that is the primary issue; it is the manner in which it is to be delivered and the generic skill development that is under scrutiny. It is now eleven years since the widely lauded Melbourne Declaration catalysed the development of the Australian Curriculum and enhanced collaboration between jurisdictions. In the last few weeks, the Federal Minister for Education, Dan Tehan, has been meeting educators to seek input into a review of the Melbourne Declaration. 

At the same time, we are hearing of dramatic changes in the “work order” from the Foundation for Young Australians (FYA) and universities. Jan Owen, the CEO of FYA was one of the Radford Institute speakers early last year, and her explanation of the Foundations’ New Work Order research, and consequent series of reports about the expectation of employers, was highly engaging, without really being surprising. We heard that employers are looking for critical and creative thinkers, and that they value bilingualism. Of course, Radford has been actively striving to develop these traits in our students anyway, both alone, and in concert with the Board of Senior Secondary Studies (BSSS).

One of the ways in which we have adjusted our practice to enhance critical and creative thinking is through philosophical methodology. Louise Wallace-Richards, Assistant Principal Teaching and Learning, has strongly promoted our association with the Society for Philosophy for the Young, known as SOPHY. They have run regular workshops for our staff about community of inquiry methodology, otherwise known as circles of inquiry. One of the outcomes of this engagement has been the reintroduction of Philosophy as an elective subject from Year 9 onwards. Perhaps more powerfully though, this engagement has reinvigorated the philosophical approach to teaching in our Primary school, which was one of the first and most comprehensive adopters of this methodology some years ago. 

Our staff have been very generous with their time in the cause of enhancing the efficacy of ACT courses too, volunteering to participate in the writing of frameworks and courses for the BSSS. As a jurisdiction, there has been considerable innovation and regeneration. Perhaps one of the most striking examples has been the new Technology Framework, incorporating courses in Data Science and Robotics and Mechatronics, to name just a few. Radford staff are excited about the possibilities that these new courses will afford our students. 

While we believe that the suite of courses on offer at Radford will equip our students well for the future, we also believe that the manner in which they are delivered, and how students participate, are critically important. Underpinning all our teaching is the intent to develop the learner traits that the school has endorsed. While they vary slightly from the Primary to the Secondary School, they share a common purpose: to develop skills and values that will serve students and collegians well, as they make their way through Radford and into the world of study and work beyond.

Curriculum review is a constant process and over the next year, a Head of Department Community of Practice group will be working with me to rigorously review our curriculum offerings. We intend to be able to inform the 2021 timetable construction with our findings. 

I would be delighted to hear from any members of the Radford community who have an interest in contributing to that process (email: bill.weigall@radford.act.edu.au). 

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