Opinion: The near-infinite decision-making about the detailed content to teach is replicated across year levels and subjects. The inevitable result is a wide variation in teaching and learning between classrooms
Great teaching inside the classroom relies heavily on high-quality curriculum planning outside the classroom. But achieving this is challenging.
I often felt overwhelmed by the sheer number of curriculum decisions I had to make as well as the late-night searches for best materials. This was all before I even got to the part where I had to ensure students learnt how to write an analytical essay, let alone devise a strategy to help my struggling students, some of whom were still working on the basics of writing.
Even the hardest-working teachers will struggle to give their students the best education under these circumstances.It doesn’t have to be like this. Some schools have adopted a different way. They have committed to a whole-school approach to curriculum planning that reduces teachers’ individual planning workloads, builds teachers’ expertise and ensures students have access to common, high-quality learning opportunities no matter what class they’re in.
Unfortunately, Grattan Institute’s new survey of 2243 teachers and principals suggests these schools are the exception, not the rule. Half of teachers surveyed told us they were planning lessons on their own, and only 15 per cent said they had access to a common bank of high-quality curriculum materials.
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