The whole school plan presented by the Victorian Curriculum and Assessment Authority shows how the primary school curriculum still provides Visual and Performing Arts through specialist instruction. However, are surrounded by literally thousands of articles, blogs and dozens of reports and books on that advocate accessing Drama and The Arts for every primary student in every Australian school through generalist teachers become more arts aware. How should this come about? In this blog, I look at the important work of Professor Robyn Ewing and ask will her vision of an unrealised arts education potential ever be realised in the current climate in which we are re-defining the relationship between generalist and specialist in more than the Arts in primary schools.
The ‘battle’ to give every child an arts education for those of us who have been working in drama education since the 1970s and 80s has meant joining with colleagues to advocate for resources, funding and formal recognition of drama and other performing and visual art forms. The need to act as advocates for the value of arts and drama education, however, has not subsided.
PwC’s reason for creating 21st Century Minds is to help Australia remain competitive in the global marketplace. The company Australian businesses need to ensure they’re creating the high-value products and services of the future to ensure that Australia has a reputation as an innovative place to work and live… PwC’s role is to help to build the pipeline of innovators and problem solvers Australia needs to become an innovation nation.
The welcome we give to parents is a vital part of making them partners in our schools. What’s your personal experience of how well we do this?
Could more creativity and imagination be used to make our kids resilient in dealing with cyber safety?
Curriculum design requires both creativity and rigour. I test this approach in THE NONSENSE PROJECT.
What are we doing about increasing student vocabularies on a continuous basis?
Labels and categories are an important part of producing educational content. This blog explores why.
Let’s look at issues around teaching and learning vocabulary through the use of digital technology in projects that focus on developing technological knowledge; extend the understanding and use of creating content on the web and applying pedagogical knowledge to the use of online content.
I find the categorisation of people into ‘thinkers’ and ‘doers’ rubbish: depending on the context, you can be damned or praised for being either. More significantly, the separation diverts us from dealing with a more important question of how thoughts and actions are inevitably, even if inexplicably, related. According to cognitive linguists George Lakoff and…