Curriculum Policy and Major Education Reports
Tasmania – Key Documents – the 1995 Context
Secondary Education: The Future. Policy Statement – 1987
- Develops the principles outlined in the Scott Report.
- Argues for the need for schools to rethink the task of schooling in the context of rapid social/technological change, increasing unemployment and rising retention.
- Stresses the importance of developing 'competencies and characteristics'.
- Promotes the idea that curriculum and schools need to develop students who are adaptable and flexible and able to meet the needs of an ever-changing world.
- Argues for more integrated schooling system in Tasmania and for a continuous curriculum from Kindergarten to Year 12.
- Recognises individual difference and that schools need to acknowledge and cater for individual difference.
- Defines six 'most important fields of knowledge and experience' (learning areas).
- Argues that the organisation of curriculum should be flexible.
- Demonstrates that the purpose of assessment is to help students learn.
- Argues that teachers should also have particular 'competencies and characteristics'.
- Acknowledges the relationship between schools and the community, although does not elaborate on this extensively.
Foundations for the Future: A focus for the Administration of Tasmanian Education and the Arts (CRESAP’s Final Report) – 1990
- Involves an ‘efficiency review’ of the Administration of Tasmanian Education and the Arts.
- Recommends a devolved model of responsibility to schools.
- Recommends the establishment of eight district clusters in Tasmania to ensure a coherent K-12 Curriculum.
- Mostly focuses on structural, administrative and management issues.