Current trends in schooling in Australia

1. Adelaide declaration on National Goals for Schooling in the 21st Century. This generated the trend to Outcome Based Education (OBE).
2. Each state then generated its own framework for learning in schools.
In NSW this was managed by the board of Studies, which became a separate entity from the department of education.
3. In NSW this new direction was set down in the document QUALITY TEACHING.

(i) Pedagogy that promotes high levels of intellectual quality
(ii) Pedagogy that establishes a higher quality learning environment
(iii) Pedagogy that generates significance by connecting students with the intellectual demand of their work.
This approach is based on socio-cultural perspectives that recognize that children are active participants in their learning and this is associated with more positive outcomes contrast with teacher directed and highly structured models.

4. In QLD they have pushed “Productive Pedagogy” as their approach.
(i) Problem based learning
(ii) Higher order thinking
(iii) Deep understanding.

Adelaide Declaration on National Goals for Schooling in the 21st Century.
1. Schooling should develop fully the talents and capacities of all students. In particular, when students leave school they should:

1.1 have the capacity for, and skills in, analysis and problem solving and the ability to communicate ideas and information, to plan and organise activities and to collaborate with others
1.2 have qualities of self-confidence, optimism, high self-esteem, and a commitment to personal excellence as a basis for their potential life roles as family, community and workforce members
1.3 have the capacity to exercise judgement and responsibility in matters of morality, ethics and social justice, and the capacity to make sense of their world, to think about how things got to be the way they are, to make rational and informed decisions about their own lives and to accept responsibility for their own actions
1.4 be active and informed citizens with an understanding and appreciation of Australia’s system of government and civic life
1.5 have employment related skills and an understanding of the work environment, career options and pathways as a foundation for, and positive attitudes towards,
1.6 vocational education and training, further education, employment and life-long learning
1.7 be confident, creative and productive users of new technologies, particularly information and communication technologies, and understand the impact of those technologies on society
1.8 have an understanding of, and concern for, stewardship of the natural environment, and the knowledge and skills to contribute to ecologically sustainable development
1.9 have the knowledge, skills and attitudes necessary to establish and maintain a healthy lifestyle, and for the creative and satisfying use of leisure time.
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2. In terms of curriculum, students should have:

1. attained high standards of knowledge, skills and understanding through a comprehensive and balanced curriculum in the compulsory years of schooling encompassing the agreed eight key learning areas:
• the arts;
• English;
• health and physical education;
• languages other than English
• mathematics;
• science;
• studies of society and environment;
• technology;
• and the interrelationships between them.
2. attained the skills of numeracy and English literacy; such that, every student should be numerate, able to read, write, spell and communicate at an appropriate level
3. participated in programs of vocational learning during the compulsory years and have had access to vocational education and training programs as part of their senior secondary studies.
4. participated in programs and activities which foster and develop enterprise skills, including those skills which will allow them maximum flexibility and adaptability in the future
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3. Schooling should be socially just, so that:


1. students’ outcomes from schooling are free from the effects of negative forms of discrimination based on sex, language, culture and ethnicity, religion or disability; and of differences arising from students’ socio-economic background or geographic location
2. the learning outcomes of educationally disadvantaged students improve and, over time, match those of other students
3. Aboriginal and Torres Strait Islander students have equitable access to, and opportunities in, schooling so that their learning outcomes improve and, over time, match those of other students
4. all students understand and acknowledge the value of Aboriginal and Torres Strait Islander cultures to Australian society and possess the knowledge, skills and understanding to contribute to and benefit from, reconciliation between Indigenous and non-Indigenous Australians
5. all students understand and acknowledge the value of cultural and linguistic diversity, and possess the knowledge, skills and understanding to contribute to and benefit from, such diversity in the Australian community and internationally
6. all students have access to the high quality education necessary to enable the completion of school education to Year 12 or its vocational equivalent and that provides clear and recognised pathways to employment and further education and training.