Secondary English in the Australian curriculum: Tasmanian teachers’ perceptions of implementation – a conceptual overview

Australian school curricula are currently being reformed with the nation-wide introduction of the Australian Curriculum, designed to bring national subject content and assessment standard conformity through the detailing of the “core knowledge, understanding, skills and general capabilities [that are deemed] important for all Australian students” (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2008). The reform and implementation of any curriculum requires well- structured planning, and at the school level, curriculum implementation requires the input of teachers – the frontline stakeholders. Research suggests that the implementation of a new curriculum requires concentrated support to ensure that teachers are able to work and progress through professional learning effectively (Mulford, 2008; Australian Curriculum Coalition, 2010). This chapter is presented in two parts: a discussion about the incoming Australian Curriculum: English, and an outline of a proposed qualitative case study that will examine English teachers’ perceptions of the implementation of the Australian Curriculum: English in Tasmania.

Connecting literacy learning outside of school to the Australian Curriculum in the middle years

The complexity of teacher’s work is manifest in the divergent use of digital technologies in and out of school. This paper explores the logical step of connecting students’ out-of-school mediated literacy learning to the content descriptors of the Australian Curriculum. The study uses published evidence from four previous studies of young people to demonstrate the diverse ways that out-of-school practices can be linked to literacy learning in the Australian Curriculum. We frame this linking of informal literacy learning to the Australian Curriculum by highlighting the ‘funds of knowledge’ children bring through the school gate. 

Experiencing turbulence: Asia in the Australian imaginary

Over the last century and a half the competing merits of withdrawal from and connection to Asia-and the related vocabularies of separation and engagement-have been defining themes in Australian history. Experiencing Turbulence brings together a selection of publications on Australian representation of Asia, published in various journals and books in the last ten years that follow the publication of Anxious Nation: Australia and the Rise of Asia, 1850 to 1939. Collectively they address key themes in the Australian response to Asia: survivalist anxieties, climate and race, population and immigration, empty Australia, gender and bush mythologies, and regional Identities. These essays reveal the central, often constitutive role that Asia has played in the formation of ideas of nation and identity in Australia from the late nineteenth century to the present. The collection underlines the often unpredictable character of engagement and the fluid nature of fear and fascination, proximity and distance in the Australia-Asia relationship. With the recent publication of a government White Paper on Australia in the Asian Century there is a new determination to persuade Australians that "rising Asia," turbulent though it may be, is an opportunity for Australia more than it is a threat.

Ethics education in the Australian accounting curriculum: a longitudinal study examining barriers and enablers

Abstract: The increasing significance of ethics in the accounting profession is evidenced by the seminal events that witnessed the collapse of major corporations (eg. Enron and WorldCom); regulatory interventions (eg. Sarbanes-Oxley Act in the USA and the CLERP 9 Act in Australia); and calls for increased ethics interventions in the accounting curriculum. This project has two objectives: to investigate the nature of ethics education in the Australian accounting curriculum and how it has changed from 2000 to 2012; and to analyse the barriers to enhancing ethics education by soliciting the opinions of Heads of Department/Schools of Australian universities. Compared with early empirical evidence, universities responded to the call for ethics education with increased levels of ethics intervention, but had failed to enhance the extent of ethics education coverage in the intervening period in which the data were collected. He lack of qualified staff and research opportunities represent major obstacles to the enhancement of ethics education.

The place of place-based education in the Australian primary geography curriculum

The idea for this paper emerged from a recent qualitative investigation which examined the ways in which six Australian primary teachers conceptualised geography and geography teaching (Preston, 2014b). A finding of this research was a strong correlation between the breadth of geographical understandings and the years of experience and age of participants. For early career teachers, conceptions of geography were narrowly confined to information-oriented perceptions. Whereas, the two teachers, with more than 30 years in primary schools, portrayed much more complex understandings. Their conceptions depicted geography as process-oriented and in relational terms, that is, understandings of geography that recognise the interactions and interdependence of people and environments (Bradbeer, Healey, & Kneale, 2004). Both these experienced teachers were also committed to place-based, inquiry approaches to geography teaching and had been using placebased methodologies long before it became a new movement in education (Morgan, 2009, p. 521 ). This prompted me to question why geography education seldom features in discourses of place-based education and to contemplate the oft-cited argument (at least in the United States) that the recent focus on curriculum standards is incompatible with locally responsive curriculum (Jennings, Swidler, & Koliba, 2005).
In order to answer these questions, I explore the intersections and divergences between place-based education and geography education in the Australian context. Drawing on Smith's (2002) and Gruenewald's (2003) conception of place-based education, and the new. Australian geography curriculum document, I argue that primary geography education has strong synergies with place-based education methodologies and aims. I further suggest that a geographical perspective can augment placebased education to enrich and broaden students' understandings of the complex interactions between and within places. This argument is balanced with a critical examination of the practice of geography education acknowledging that the tradition of fieldwork might benefit from placebased education approaches that enable more embodied, socially engaged interactions with places. Thus, I contend, place-based education and geography education are mutually supportive and each can extend the other. The paper concludes with a reflection on the challenges in Australia in preparing primary teachers for the implementation of the new (place-based) geography curriculum.

Resistant starch in the Australian diet

We set out to estimate resistant starch (RS) intakes using the 24-hour food intake data from the 1995 National Nutrition Survey (NNS) database of 13 858 Australians. As there are often significant differences in the RS content of foods reported by various authors. we calculated intakes based on both published maximum and minimum value, for individual food,. RS intakes (mean and SEM) for all persons were in the range 3.4 ± 0.03 g/d (minimum estimate) to 9.4 ± 0.07 g/d (maximum estimate). Adult males (19+ years) consumed more RS (10.7 ± 0.11 g/day maximum estimale) than adult females (19+ years) (8.2 g ± 0.08 g/day maximum estimate). RS comprised a greater proportion of the total starch intake in the very young and in the older age groups. Across the population. foods contributing most to RS intake were potatoes, bananas and white bread.

As if they could be otherwise...finding spaces for creativity in the enacted curriculum

This chapter inquires into four very different Australian middle-school classrooms where teachers are innovating their practices and developing new approaches to aspects of English curriculum. These classrooms from diverse settings (one middle-class urban, one elite private inner urban, one regional disadvantaged, one middle-class regional) have all taken imaginative leaps and reworked their curricula to put the students’ needs at the centre. At one school, Year 8 students design, make and play their own computer games, at another Year 6 students script, design, craft and shoot their own claymation film; at another, Year 9 students use videogames as texts in their literature studies; and at another, a group of Year 6 students work with a theatre company and their teachers to rework Shakespeare into a contemporary, accessible, enjoyable performance. The chapter considers how in each case these different approaches engage and extend the students in meaningful and relevant ways. The chapter includes a mix of teacher and student interview data, principal data and teacher writing. The chapter investigates how each of these projects worked to achieve its aims and discusses how the single national curriculum might be re-envisioned in local contexts.

Effects of an invasive species on refuge-site selection by native fauna : the impact of cane toads on native frogs in the Australian tropics

Invasive species can induce shifts in habitat use by native taxa: either by modifying habitat availability, or by repelling or attracting native species to the vicinity of the invader. The ongoing invasion of cane toads (Rhinella marina) through tropical Australia might affect native frogs by affecting refuge-site availability, because both frogs and toads frequently shelter by day in burrows. Our laboratory and field studies in the wet-dry tropics show that native frogs of at least three species (Litoria tornieri, Litoria nasuta and Litoria dahlii) preferentially aggregate with conspecifics, and with (some) other species of native frogs. However, the frogs rarely aggregated with cane toads either in outdoor arenas or in standardized experimental burrows that we monitored in the field. The native frogs that we tested either avoided burrows containing cane toads (or cane toad scent) or else ignored the stimulus (i.e. treated such a burrow in the same way as they did an empty burrow). Native frogs selected a highly non-random suite of burrows as diurnal retreat sites, whereas cane toads were less selective. Hence, even in the absence of toads, frogs do not use many of the burrows that are suitable for toads. The invasion of cane toads through tropical Australia is unlikely to have had a major impact on retreat-site availability for native frogs.

Education about diverse religions and worldviews, social inclusion and countering extremism: lessons for the Australian curriculum

Since the turn of the twenty-first century, the so-called ‘religion in schools debate’ has generated a significant amount of controversy in Australia and arguably impeded progress in both research and education about diverse religions and non-religious worldviews (ERW). This article focuses on the recently released Review of the Australian Curriculum – Final Report and examines why there has been such strong resistance to learning from international best practices in implementing ERW programmes in Australia. It presents an analysis of the Review’s findings, in light of these advances, notably the recently released Signposts: Policy and Practice for Teaching about Religions and Non-religious Worldviews in Intercultural Education document published by the Council of Europe. Finally, this article argues that for the Australian Curriculum to be genuinely ‘world class’, and for it to promote an appreciation of religious diversity, it needs to include ERW as a separate subject or across the national Curriculum, drawing on Australian and international research and policies in this field to develop curricula and resources that are appropriate for the Australian context.

Pseudoscience in the science curriculum

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Critical factors in the adaptation and implementation of Japanese Lesson Study in the Australian context

Worldwide interest in Japanese Lesson Study as a vehicle to improve mathematics teaching practice through professional learning has left largely unanswered questions about the extent to which it can be replicated elsewhere. This paper reports on a small-scale research project, Implementing structured problem solving mathematics through lesson study, carried out in three Australian schools during 2012, and continued in a modified form during 2013 and 2014. Two major aims of the project were to investigate critical factors in the adaptation and effective implementation of (1) structured problem-solving mathematics lessons, and (2) Japanese Lesson Study as a model for teacher professional learning in the Australian context. This paper discusses the specific affordances that contributed to both the implementation of structured problem solving and to teachers' professional learning as a result of their participation in this project, as well as the constraints encountered, and the implications of these for the sustainability of lesson study in the Australian context. Critical factors identified by the teachers as contributing to the success of the project included the opportunities for in-depth lesson planning, the presence of large numbers of observers at the research lessons and the post-lesson discussions, and the insight provided by the " knowledgeable other". Major constraints included the difficulty in finding suitable problem solving tasks to match the Australian curriculum, and the teaching culture that emphasises small-group rather than whole-class teaching