IN THE NEWS
When the draft of the revised Australian Curriculum was released for consultation last year, the response was swift and emphatic from hundreds of reading scientists and well-informed educators and parents familiar with the scientific evidence on reading and literacy. They were dismayed that the draft curriculum did not reflect the accumulated evidence on reading and writing that has been published and disseminated over the past thirty years or more. Instead, the draft curriculum retained content that endorsed out-dated approaches to literacy teaching, based on the now disproven whole language methods that are to blame for thousands of students leaving school without adequate literacy skills. To their credit, the federal and state education ministers agreed with this assessment and instructed ACARA to take note.
The final revised version of the Australian Curriculum for English in Foundation to Year 6 contains few traces of the whole language approach. No doubt there will be consternation and niggles from some quarters but the content is substantially sound. It places due emphasis on the sequential development of students’ ability to read and spell words using phonics, as well as giving more explicit guidelines on the development of vocabulary, grammar, and comprehension. There are clear and more detailed descriptions for writing, and the primary English curriculum acknowledges that content and skills cannot be separated from each other. Reading comprehension requires a combination of accurate and fluent word reading, deep and broad understanding and use of language, a grasp of the purposes of types of texts, engagement with literature, and knowledge of the world.
Even though many school systems use their own syllabi or curriculum, the Australian Curriculum matters. It is the blueprint for school education, it is ratified in the Australian Education Act 2013, and it operates alongside the national assessment programs. More practically, it is the reference point for teacher education. With many people enrolling in teaching degrees in a different to state to where they eventually teach, the Australian Curriculum is the keystone document. Fortunately, in terms of literacy, it is now one that will serve students and teachers well.
This article was first published in The Australian on 10 May 2022.
As greater consensus has been reached about how to teach children to decode and read words fluently, the focus of discussion among practitioners and researchers has shifted to reading comprehension.
In September, the Productivity Commission released an Interim Report from its Inquiry into the National School Reform Agreement (NSRA). The NSRA is “a joint agreement between the Commonwealth, states and territories to lift student outcomes across Australian schools.
Well before the sparkling new Australian Curriculum 9.0 endorsed replacing predictable texts with decodable texts in early years classrooms, demand had begun to grow for decodable books.
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