Curricular Reforms That Were ‘Caught not Taught’ in Australia

References and notes

• 1983 . Apple's argument is fully presented in Apple, M. Work, gender and teaching . Teacher's College Record , 84 : 611 – 628 .
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• Fensham , P. J. 1980 . Constraint and autonomy in Australian secondary science education . Journal of Curriculum Studies , 12 : 188 – 207 . For an examination of the fate of Federally‐funded science materials
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• Reed , R. A. “ Curriculum reform in Victorian secondary schools in the late Sixties ” . In Melbourne Studies in Education 1975 , Edited by: Murray‐Smith , S. 214 Melbourne University Press, Melbourne) . In May 1966, R. A. Reed, who was then in charge of state secondary education in Victoria, invited representatives of most educational interests in the state to form a Curriculum Advisory Board (CAB) to examine principles of organization, curriculum and assessment in secondary education; but he added the rider that ‘the application of these principles ... to individual schools would be a matter for the schools themselves.’ Thus the policy of SBCD was foreshadowed and has continued as explicit policy. It is interesting to note that the breakthrough came in secondary education, possibly because primary education was in less trouble. See Victorian Secondary Teachers Association [1975] Secondary School Curriculum: Reprints from ‘The Secondary Teacher’ (VSTA, Melbourne, n.d.), p. 3. It would be misleading to suggest that Victoria pioneered all modern Australian reforms. All states, even Queensland in the deep north, had adopted postwar reforms in examining and in the devolution of administrative control; but Victoria took the lead in departing from the centre‐periphery principle. See Dow, G. Education. In McLaren, J. (ed.) A Nation Apart (Longman‐Cheshire, Melbourne 1983). More specifically, Dow quotes Skilbeck's observation that ‘Victoria took the centre in the past 15 years of progressive curriculum thinking in Australia’ (p. 180)
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• Spear , S. “ Secondary Education for All: The evolution of policy and practice in Victorian secondary schools, 1968‐1978 ” . In Melbourne Studies in Education 1983 , Edited by: Palmer , I. Melbourne University Press, Melbourne and Anderson, D. S. Access to higher education. Ibid. . Dow(1983)pp. 177‐178 (see note 3)
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• Reed, R. A. (see note 3).
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• VSTA (see note 3)
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• Dow , G. , ed. Teacher Learning , 1 – 6 . London : Routledge and Kegan Paul .
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• VSTA (see note 3)
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• Boomer , G. , ed. Negotiating the Curriculum: A teacher‐student partnership , Gosford, NSW : Teachers Assistant Trust, Ashton Scholastic .
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• Barnes , R. and Dow , G. 1982 . “ Looking at topics‐centred teaching ” . Edited by: Dow , G. (see note 7)
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• Australian Bureau of Statistics Non‐Government Schools, Australia 1982 Primary and Secondary Education (Preliminary) — Victoria (Australian Bureau of Statistics, Canberra, 2 August, 1983 and 3 January, 1984). See also Anderson, D. S. (see note 4)
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• Elsewhere I have tried to give clues to answering these questions. See Dow, G. Yin and Yang. In Dow, G. (1982) (see note 7)
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• Cook , J. Negotiating the Curriculum: programming for learning Edited by: Boomer , G. (see note 9)
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• Quoted in Dow, G. (1983) (see note 3)
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• “ Australian Curriculum Development Centre ” . In Core Curriculum for Australian Schools , Canberra : CDC .
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• White , D. 1982 . A core curriculum‐‐a political solution to a social crisis Edited by: Dow , G. (1982), p. 119 (see note 7)
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• White , D. Manifesto for a Democratic Curriculum . The Australian Teacher, 7 , February 1984
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• Since this article was accepted, official policy in Victoria has been outlined by the Minister of Education in Curriculum Development and Planning in Victoria, (Government Printer, Melbourne, September 1984), which appears to have been influenced by the Manifesto. The Ministry has laid down principles which provide safeguards within which SBCD is to be perpetuated. Using democratic processes, which include involving pupils, schools are to work out their own policies and programmes. A common curriculum is outlined in broad terms, but the adaptation to individual and cultural differences in pupils is, by implication, a teaching responsibility. All pupils, however, are to be enabled to experience educational success and participation in their society
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