What is this space we call place?

Schools deliver what is known as the intended curriculum. This includes broad, written statements that reflect what students should know, understand, and be able to do, by the end of each school year. It sets a framework of expectations or standards with regard to what all students should be taught – regardless of where they live or what their circumstances might be. It is intended to ensure a degree of consistency across all schools.

How familiar are you with the intended curriculum? How well do you know what your child is being taught? Or, if you are an educator, how well do you know the curriculum you are expected to deliver?

Parents and teachers should have a sound understanding of the intended curriculum if they are to accept its content or voice concern over its intent. This begins with an understanding of the definitions and interpretations hidden within the curriculum.

Here’s an example of what I mean:

‘In the Australian Curriculum, Country, or Place, refers to a space mapped out by physical or intangible boundaries that individuals or groups of Aboriginal Peoples occupy and regard as their own’.

Do you know what spaces with intangible boundaries look like? This statement is written in the curriculum for students at Foundation level. In other words, five-year-olds are taught this, and should, therefore, be able to explain physical and intangible boundaries.

And, according to the Australian Curriculum, ‘visible elements of a place… are replaced by the term characteristics, which includes both visible and invisible elements of a place’.

Could this be interpreted to mean that Aboriginal Peoples occupy and regard as their own all Australian soil and all characteristics of it?

I’m sure this isn’t the case. However, it highlights the need for our understanding of what is being taught.

What’s more, to achieve this understanding requires a genuine relationship between parent and teacher. Otherwise, what is intended could be misrepresented and misunderstood: the result of which would be to mislead an entire generation.

And then, which ‘intangible boundary’ or ‘invisible element’ would determine our education?

Parent, educationist and advocate of agitating change in Australian education. By raising the bar we can face any global challenges facing Australia and Australians.

Click here to learn how we can work together or contact me at cheryl@cheryllacey.com.