the arts and the national curriculum for australian schools

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The Arts and the National Curriculum for Australian Schools. Dr Sandra Gattenhof QUT Creative Industries Drama s.gattenhof@qut.edu.au. All children and young people should have a high quality arts education in every phase of learning. - PowerPoint PPT Presentation

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  • The Arts and the National Curriculum for Australian Schools

    Dr Sandra GattenhofQUT Creative IndustriesDramas.gattenhof@qut.edu.au

  • All children and young people should have a high quality arts education in every phase of learning.

    (Ministerial Council for Education, Employment. Training and Youth Affairs and Cultural Ministers Council, 2007, 5)

  • NAAE advocates for arts education in both institutional and community settings, develops arts education policy, and promotes quality teaching and learning in the arts. As the recognised peak association in the arts learning area, the NAAE provides access to an extensive network of arts educators and artists, and represents the interests, concerns, values and priorities of arts educators in Australia.

  • NAAE believe that individual art forms must be properly resourced within the curriculum, but have common concerns about:the lack of mandated representation of the arts within the curriculum K to 12;inadequate pre-and in-service teacher education and professional development in the arts;the lack of adequate arts resources, teaching standards and research.

  • The arts foster imagination, risk-taking and curiosityimportant aspects of creativity. Governments, businesses and communities now widely regard creativity and innovation as fundamental to social, economic, cultural and technological growth.We now need to mobilise our arts and education systems to reap the full benefits of creativity in our lives as individuals and communities, making us a creative and innovative nation. Individuals creative skills and capacities are nurtured through a balanced and dynamic education rich in arts and cultural experiences. Every child deserves such an education, with carefully planned opportunities to learn in and through the arts. Education systems that value and develop individuals creative capacities help to position Australia as a vibrant nation in the global context.A growing body of international and Australian research demonstrates the multiple benefits of an arts-rich education from an early age. Over and above the obvious development of individual creativity and self-expression, school-based arts participation can increase learners confidence and motivation, thereby improving school attendance rates, academic outcomes and the wellbeing and life skills of children and young people.

    (Ministerial Council for Education, Employment. Training and Youth Affairs and Cultural Ministers Council, 2007, 4)

  • National Advocates for Arts Education (NAAE) recommend that the following immediate action be taken:The Federal Government to schedule the inclusion of the arts as a learning area in the development of the Early Years Learning Framework and the National Curriculum in Phase 2.When included in the National curriculum each art form (i.e. dance, drama, media, music and visual arts) maintain its integrity and be taught sequentially.The Ministerial Council for Education, Employment, Training and Youth Affairs matches the $40,000 committed by Cultural Ministers Council (2 October 2008) to develop a framework for a national curriculum for the arts (NAAE, 2008, 2).

  • Goal 2: All young Australians become successful learners, confident and creative individuals, and active and informed citizens.

    Successful learners are creative, innovative and resourceful, and are able to solve problems in ways that draw upon a range of learning areas and disciplines.

    (MCEETYA, 2009, 8)

  • Confident and creative individuals are enterprising, show initiative and use their creative abilities.

    Active and informed citizens appreciate Australias social, cultural, linguistic and religious diversity, and have an understanding of Australias system of governments, history and culture.

    (MCEETYA, 2009, 9)

  • Promoting world-class curriculum and assessment

    The curriculum will enable students to develop knowledge in the disciplines of English, mathematics, science, languages, humanities and the arts, to understand the spiritual, moral and aesthetic [my emphasis] dimensions of life; and open up new ways of thinking.

    (MCEETYA, 2009, 13)

  • The learning areas are not of equal importance at all year levels. English and mathematics are of fundamental importance in all years of schooling and are the primary focus of learning in the early years. Each learning area has a specific discipline base and each has application across the curriculum.

    (MCEETYA, 2009, 14)

  • Theres a whole raft of children missing out on something that can change their lives. We would be failing our children if we didnt have a national curriculum that looked after literacy, numeracy and languages, but its also a failing if we dont look after the arts as well.

    (Seares in Perkin, 2009)

  • The Melbourne Declaration provides the national curriculum with a framework, with an additional list for learning areas going forward to MCEETYA for approval at the mid-year meeting. MCEETYA will then meet in October and Minister Julia Gillard expects an indication of a timeline for delivery of the additional learning areas. The Melbourne Declaration can be seen to be an enabling document, but not a clarifiying one.

  • Creativity, interpretation, innovation and cultural understanding are all sought after skills for new and emerging industries of the 21st century. Arts education provides students with the tools to develop these skills. Including arts on the national curriculum also ensures that training for teachers is prioritized. This means greater opportunities for teachers to expand and update their arts skills and knowledge and also ensures students receive high quality instruction. The Government is committed to providing students with a world-class, rigorous national curriculum from kindergarten to year 12.

    (Garrett in Pratt, 2009)

  • Health and Physical Education

    What is it we are investing in?

    Jeff Emmel

  • Health and Physical Education

    What is it we are really investing in?

    What is the body of evidence?

    Toward a national entitlement?

  • ACHPERs positionACHPER believes that an educated nation, comprising active and healthy young people is the best investment we can make for their future.

    Schools have a critical role to play.

  • We believe in youACHPER acknowledges the efforts of educators and volunteers who work with children and youth through government, non government and corporate organisations.

  • As a lead organisation ACHPER embraces frameworks and initiatives that help to achieve learning outcomes for children in health promoting settings.

  • We Are All at Risk

    We make choices about how much risk we are prepared to take.We dont always understand the gravity of some of those risks or what we can do about themSome lifestyle factors are out of our control.

  • Should we be afraid?The illness systemRisk profileThe mistake of thinking we are immune or invulnerable

  • SmokingThe greatest killerTobacco has thousands of chemicals, many poisonous20 fags a day reduces the supply of oxygen to your heart by 10%About one half to two thirds of deaths caused by smoking

  • Physical activity and well-being

    The physical health benefits of regular physical activity are well established. Regular participation is associated with a longer and better quality of life, reduced risk of a variety of diseases, and many psychological and emotional benefits. There is also a large body of literature showing that inactivity is one of the most significant causes of death, disability, and reduced quality of life across the developed world.

  • What we eatThe amount we eat has increased significantly over the last 20 yearsThe amount of high energy foods makes up the greater part of that increase.MYTH: We eat much more fat today than 20 years ago

  • The New DiabetesFastest growing chronic disease in Aus.Cause is unhealthy diet and lack of activityNo cure1500 new cases each weekBy 2010, 1.8 million will have itIncreases risk of heart attack and stroke and leads to kidley failure, amputations and blindness.Weight loss of 5-7% and activity of 30 mins 5 times/week lowers risk of developing diabetes by 60%

  • Drug and Alcohol abuseHost of related diseasesBinge drinkingCar accident injury and death

  • The Risk Factors in CombinationSmokingInactivityHigh energy dietOverweightDrug and alcoholStress

    Together make for a truly fatal combination

    Two or more risk factors often occur together and can interact to produce higher or lower risks

    Reducing each a little has a huge cumulative effect

  • Australian Physical Activity and Healthy Eating Guidelines/Recommendations for children and youth. Dept. Health and Ageing

    Does your HPE program support these?

  • Current audit HPE in schoolsPatchwork quiltTime allocations varySenior secondary highly ranked choiceSpecialist help in primary schools variesMixed response to crowded curriculum messageOne of the first areas affected by decisions to build up other subjectsIncreasing trend to hand it over to commercial providers

  • The Learning AreaThe area of the curriculum that provides education for children to learn how to lead healthy lifestyles now and in the future.

    It reflects the importance of health and physical education and physical activity for physical, social, emotional and spiritual wellbeing.

  • Cont.the area of the curriculum that is directly concerned with the development of skills, knowledge, understandings, values and attitudes that will counter so called lifestyle diseases that are widely acknowledged as representing an unprecedented

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