The key learning area movement : A force for pedagogical change or a facade for continued conservatism?

Throughout the early 1990s the formal curriculum across all Australian States and Territories was re-organised to accommodate a Key Learning Area (KLA) focus.  The KLA approach to schooling marked a departure from an historical reliance on individualised school subjects as the organisers of disciplinary knowledge.  Indeed a KLA structure has the potential to promote interdisciplinary teaching and learning, a focus on the skills, values, attitudes and knowledge students are to learn and to break away from the sometimes divisive subject subcultures that permiate schools.  In short the potential for a KLA 'movement' of positive benefit to teaching and learning exists.

Over the last decade however, the impact of the 'KLA movement' on teacher practice has become more apparent.  Far from being a force for pedagogical change, some KLAs are merely re-badged versions of traditionalist conceptions of school subject and knowledge.  This paper draws on data from a study of New South Wales (NSW) history and Human Society and Its Environment (HSIE) teachers and provides an evidenced argument about the use and misuse of Key Learning Areas.

Teaching and learning history in primary schools : pedagogical shifts, complexities and opportunities

From 2011 the teaching and learning of History will be expanded into all primary schools (Kindergarten – Year 6) throughout Australia under a National Curriculum, including the formal preschool/kindergarten year. History as one of four core subjects will replace current studies of society and environment curriculum taught in primary schools across. The curriculum implementation process will involve a cultural and pedagogical shift as primary teachers make adjustments to the discipline of History. This article begins with an outline of the current curriculum context. An analysis of the New South Wales Human Society and Its Environment and the Australian Curriculum: History Draft Consultation documents follows. The findings indicate that the History Draft Consultation lacks clear guidance for teachers and has a number of shortcomings compared to the NSW HSIE syllabus. There are opportunities, however, for primary teachers because of the broad similarities of content knowledge in both documents and the embedded historical concepts in the NSW syllabus document.

Evolution and significance of the regeneration reserve heritage landscape of Broken Hill: history, values and significance

In 1991, the National Trust of NSW classified the Regeneration Reserves surrounding the City of Broken Hill as an essential cultural heritage asset of the City of Broken Hill, and in 2015 the City of Broken Hill, including the reserves, were elevated to the National Heritage List under the Commonwealth's Environment Protection and Biodiversity Conservation Act 1999. This tract of land, and its proponents, Albert and Margaret Morris, are recognised as pioneers of arid zone revegetation science in Australia; a point noted in the National Heritage List citation. They created at Broken Hill a unique revegetation ‘greenbelt’ of national ecological, landscape architectural and town planning significance. The Morris’ led the advancement of arid zone botanical investigation and taxonomic inquiry, propagation innovation, and revegetation sciencein the 1920s-40s in Australia and applied this spatially. Their research and practical applications, in crafting the regeneration reserves around Broken Hill, demonstrated the need for landscape harmonisation to occur to reduce erosion and dust damage to human and mining activities alike. This pioneering research and practice informs and underpins much arid zone mine reclamation and revegetation work in Australia today. This paper reviews the historical evolution of this cultural landscape, its integral importance to the cultural heritage and mining history of the City of Broken Hill, and its inclusion as part of the Broken Hill National Heritage List citation.