A Panning Critical Review

Of The
2014 Review Of The
Australian Curriculum
Andrew Oliver, Secretary,
The Committee For Educational Process Reform,
13th December 2014
P.O. Box 5142
Hughesdale
VIC 3166
Australia

Introduction.
This critical review compares Kevin Donnelly and Kenneth Wiltshires 2014 Review of the Australian
Curriculum Final Report with the literature and makes comment about the whys and wherefores of various
proposals for educational reform contained in the reviews recommendations.
Ministers need to beware the siren calls of educational proposals advanced in bad faith by revolutionaries,
revolutionaries with axes to grind, revolutionaries known to be of the radical left, and those few
revolutionaries of the radical right, propounding so-called transitional demands proposals that either
aggravate educational problems in the hope of setting up a revolutionary situation, or proposals whose
situational logic makes them inherently impossible to implement because so inherently super-expensive, or
inherently just impossible to implement because the laws of physics or facts of human psychology prevent
any implementation.
Now with Australias automotive sector closing down we must come to terms with reality and seek on behalf
the working class a new educational settlement that provides proper vocational education and training to
the would be workers of Australia.
Instead, educational process reform to address the noted problems of Australias school system with respect
to equity and student outcomes and employers labour market requirements needs very careful
consideration by parliamentary committees in all good faith and sincerity of such proposals advanced in
good faith that on examination plausibly address these noted problems and plausibly are worth a-trying out
in pilot programmes with a view to applying Australia-wide to improve Australias economy and for the
betterment of humankind through demonstrating that these educational problem situations admit of better
solutions than heretofore have ever successfully been tried

The History Of Dumbing Down - Or - How Did We Get To Where We Are :That since the 1890s the primary and secondary schools systems have had large scale dumbing down
worldwide with in Australia 2014 year 12 mathematics skills being of the order of 1890 year 10 fourth form
mathematics skills and 2014 year 12 history essay skills being of the order of 1890 year 9 third form history
essay skills and 2014 year 12 compulsory English essay writing skills being of the order of 1890 year 8 second
form English composition skills is in my view mere historical fact. (Gow, 1892) (Grebby, 1911) (Warner,
1912)
The question for sincere educational reformers is not whether this be so or not, or to whether to celebrate
this or lament this; but, instead, Where Do We Go From Here?
There are several reasons for this large scale dumbing down. One is the ever rising school leaving age.
When many students never attended secondary school completed their central school to year 8 and went
straight into a job only the more academic or more engineering-technical students proceeded to post
primary education (Willis, 1977) (Harrison, 1983) (Richard Teese and John Polesei, 2003)
A second reason is the free availability of free-to-air television, a medium - or should I say an opiate of the
masses? - that Marshall McLuhan has analyzed, in terms of the dialectics of the media, so well: perhaps
even a medium deliberately subsidized by the ruling elites to so do? (McLuhan, 1964) (McWhorter, 2003)
(Tanner, 2011)
Now that technology has abolished whole employment levels of office boys and junior secretaries and
factories increasingly require computer savvy employees rather than unskilled factory hands and there are
near no jobs for illiterates in Australia whatsoever the government must cease listening to the siren calls of
the revolutionaries but instead seek practical solutions so that Australia maintains a manufacturing sector
and keeps its living standards rather than become a quarry and a farm run by foreign overseers to the
benefit of foreign multi-national corporate buy-out owners of every surviving Australian business
(Tanner, 2012, p. Part VI) (Tanner, 2009, p. Ch. 3) (Cameron, 2004, p. 2)
Therefore we must set appropriate standards in the Australian Curriculum with a view to the needs of
commerce and industry in respect of literacy and numeracy and furthermore set a new compulsory standard
in elementary computer literacy how-to-use-and-program-your-tablet-computer and maintain real
standards in physics and chemistry and like subjects required by industry and maintain a real standard in
accounting as required by government and commerce and recover lost subjects to the secondary curriculum
from the TAFE sector such as basic carpentry and basic metalwork but, first, lets proceed to the panning
critical review to see and understand where the governments review went wrong
People who think industry is a dirty word do not belong in the Labor Party In consequence the Labor
Party must determine the course or courses of action to take as the steady closedown of the entire
automotive sector commences in earnest next year

The Panning Critical Review (As Promised)

[Executive Summary.]
p3. to address the overcrowding of the primary curriculum
Lindsay Tanner in Crowded Lives has written of personal responsibility, connecting with young men, and
relational parenting how in the twenty first century rather too common parental irresponsibility has changed
the name of the parenting game. This has impacted on the primary school system, now that most parents
no longer project to familial social advancement via investment in education, what previously was the role of
the parent now sometimes becomes the role of the teacher ... (Tanner, 2003, pp. Chs. 4, 6, & 7)
p3. cross curriculum priorities
Best to say that the revolutionaries of the radical left and radical right have different but related concerns
about the politics of race and that the cross curriculum priority in respect of Australias black peoples though
noble and fine sounding is disrespected in practice by both the radical right and radical left revolutionaries.
(C. B. Cox and Rhodes Boyson (Eds), 1975) (Eysenck, 1985) (Moss, 1977) (Hirsch, E.D. et al, 1989) (Spring,
1997) (Spring, 2014)
Rephrasing this cross curriculum priority to better express the quite genuine horror of racist philosophies felt
by Australias political leadership in secular democratic terms, to better give appropriate respect to
Australias original owners, and more importantly appropriately and appositely provide a quality secular
liberal education to every single student irrespective of racial or ethnic background pursuant to the
constitution and section 116 thereof and the six state constitutions do require most of all practical
educational wisdom by the federal education ministerial council. I believe Noel Pearson that so-called direct
instruction in literacy helps his community more successfully learn and therefore find employment. (Hazell,
2012) (McWhorter, 2003)
Further I believe every single student would benefit from a balanced mix of learning stratagems phonics and
reading-immersion, and, for grammar, grammar acquisition by both explicit teaching and by immersion in
debate and class activities, and furthermore mastering spelling by both explicit teaching by exacting
assessment of creative writing and the use in secondary school of spelling checkers and word processing
software. (Gow, 1892) (Schoenheimer, 1964)
In respect of the cross curriculum priority of sustainability I am concerned that deep green semi-religious
philosophy is affecting the physics and chemistry curricula, in breach of section 116 of the constitution.
Every Australian is fully entitled to their own personal religious beliefs but the school curriculum in
government funded schooling, at least in science subjects, is constitutionally required to respect science and
scientific method. (Snow, 1969) (Spring, 2014, pp. 131-133, 139)

P4. On the other hand, the analysis of the learning areas by subject matter specialists with some
learning areas and subjects held in high regard and others criticized.
The radical right have panned the draft national curriculum in the press in opinion column inches and yards
and miles
Not being someone who wants to revert to the imperial measurement system, but as someone who thinks
the revolutionaries of the left and right have together had rather too much impact on the curriculum debate,
may I say instead advocate a practical approach of first resolving to try to save our manufacturing industry
by, as now Senator Cameron once said, practicing smart trade not dumb trade and further not trading
away our future as a knowledge economy with a view to not abandon[ing] future generations to low paid,
low skill jobs. (Cameron, 2004, pp. 2, 5 & 8)
p5. Judeo-Christianity
See the constitution section 116 !!
p5. civics and citizenship
A contested area proper civics education needs balance and inclusiveness. By upper secondary school
students can be expected to be able to debate issues a la parliamentary like debating competitions, or write
insightful essays on topical issues of great moment for school magazines
What Id recommend is reducing the voting age to 16 and have civics and citizenship being one of the main
drivers of year 11 and year 12 English The review is too partisan in respect of civics and on this matter is
best ignored
p5. geography, history and science all privilege inquiry based and student centred teaching and learning
Id comment that underlying this issue is the vexed matter of coeducational schooling. Fact is both boys and
girls learn more academically and technically and skill wise in single sex schools. That the Labor Party was
involved in closing down the technical school system and introducing the dumbed down sort-of
coeducational comprehensive schools we call secondary colleges shows the party got its priorities wrong!
(Richard Teese and John Polesei, 2003, pp. 43-45, 64, 69) (Snow, 1969) (Harrison, 1983, pp. 177-298)
(Willis, 1977, pp. 147-152) (Vaizey, 1966, pp. 48-52)
There are variant typical learning styles of boys and girls that are most divergent typically in mathematics
and science education. The best option with a view to long term defence of the manufacturing sector would
be to introduce a technical school system of single sex technical schools for those students boys and girls
who having passed primary school mathematics as shown by their NAPLAN results and year 5 and year 6
school reports and want to pursue vocational opportunities in technical education wherever it do lead.
Starting with 1970s technical school curricula and proceeding to update them for technological change and
the need to make basic computer literacy universal. (McLuhan, 1964) (McCallum, 1990) (Leech, 1973)
(Snow, 1969) (Women On Words And Images, 1972) (Willis, 1977)
p5. all good teachers use a variety of pedagogical approaches.
Bravo.

p5. students with disability

p6. students with an intellectual disability
Sometimes these phrases are used I believe to refer to perfectly normal boy students whose male learning
styles clash with the reorganization of primary schools as male-teacher-free zones and primary and
secondary schools as centres of social engineering in applying policy to deliver all subjects that in promoting
gender equality by preferential use of learning stratagems that because female friendly hold back many boys
who dont cope well with these learning stratagems (Tanner, 2003, pp. 57-65) (Anonymous Internet
commentary too!)
These students are simply not disabled. They are merely labelled so. If the authorities wish to promote
gender equality in mathematics and science education, so be it, but why at the same time detriment the
education of boys? The obvious solution is separate classes in mathematics and science from, say, year 3
onwards, to prevent this dishonest insincere and hypocritical labelling.
I have no problem with girls who want to become scientists or engineers. I only wish that the rights of such
girls to accommodating learning styles be not used to deny boys who also want to become scientists and
engineers of accommodating learning styles in the prerequisite school foundation subjects. (Andersen,
1889) (Women On Words And Images, 1972) (Willis, 1977)
[Section One the context. Chapter One.]
p12. factors that influence students experiences at school teacher quality, classroom environment,
school ethos, pedagogy, home background, student ability and motivation, and wider societal influences and
forces.
Yes, few matters educational are cut and dried and few simplistic solutions work. The federal ministerial
council need to take this review with a grain of salt and properly consider it with a skeptical but constructive
attitude with a view to making the right decisions that will deliver the education reform Australias people
need
p14. A Venn diagram! Means nothing in this context, an inappropriate use of nave set theory that proves
and signifies nothing. (A. A. Fraenkel Y. Bar-Hillel A. Levy, 1973)
p15. Conceptualism vis--vis Platonism contrasted in terms of schooling. Given that conceptualism is a
theory of knowledge for the purpose of schooling, and that science more soundly rests on a nominalist
Platonic realist tension, use the right level approach please! (A. A. Fraenkel Y. Bar-Hillel A. Levy, 1973)
(Willis, 1977)
p16. Syllabus vis--vis Outcomes-Based-Education vis--vis Standards
Left versus right category clashes never the twain shall meet!
p17. purpose of education and the role of schools
Is school merely a child-care centre to suit parents employers, or is school meant to prepare students to
undertake a career a vocation of their own choosing?

p18. preparing students for an uncertain future

Yeah! Rather, a future on the unemployment scrapheap. Some government schools fail their students by
not taking the task seriously, because, perhaps, governments would rather fund private school education of
the middle classes than operate a school system that respected students right to a quality liberal education
for all?
p19. a concerned citizen who is rooted to Singapore, has a strong civic consciousness, is informed, and
takes an active role in bettering the lives of others around him.
Civics and citizenship need a new settlement in Australian schooling, which will require a bipartisan
consensus.
p20. equality of opportunity and equality of outcomes
These aims clash. The Australian Teachers Federation document thereabouts referred to from 1984 reflects
the capture at the local school delegate level of many positions in teacher unions by former student
revolutionaries, whose views are because not moderate and not motivated by reformism nor
parliamentarianism best taken with a grain of salt. Whilst the teachers unions do need to be respected for
their practical support of the industrial rights of teachers, in respect of the curriculum Id recommend the
ministerial council listen to the subject associations not the teacher unions.
Equality of outcomes is a mirage. Remember Democratic Kampuchea. Instead, the Ministers should do their
very best to promote equality of opportunity in education for Australias boys and girls by making practical
reformist decisions (Crick, Bernard and Robson, William (Eds), 1970) (Snow, 1969) (Moss, 1977)
(Bowen, 2013, pp. 71-113)
p20. seeks human emancipation marriage
In the name of education, in the name of fostering knowledge, and in the name of a quality liberal education
for all, the Marriage Act should provide that marriages be proscribed unless the parties be of eighteen years,
perhaps with a Magistrate being able by special discretion to grant by leave a marriage license to informed
parties if one be pregnant and the circumstances merit it. Indicative perhaps, also, of the hidden agendas of
a few submissions?
p21. advantaged or marginalized
Excessively instrumentalist remarks, subjects might have intellectual content despite the subject having
social implications about the nature of power
p21. deal with existential questions and life and death, what constitutes truth and wisdom, how we should
relate to one another, the broader community and the wider world, and what constitutes happiness and the
good life
Much more sensible. But be mindful of section 116 of the constitution, teachers and minsters!
p22. Michael Oakeshott Aristotle, Socrates, Plato
The Minister the Honorable Christopher Pyne at work, no doubt! But see (Moss, 1977, pp. 185-186)!

p28. the purpose of education is to make the Australian economy more efficient and productive
If so, extreme dumbing down must be abandoned. Students must be offered vocational advice on
graduating from primary school. Those who have passed primary school mathematics well but are not
academically inclined should be offered an industrial strength Technical School system that offers a
rigorous demanding curriculum exacting assessment a technical education. And the secondary colleges
should be made into High Schools and given a more academic curriculum with a new fourth R of basic
computer literacy drilled down to basic understanding of HTML and JavaScript with a view to success in the
four Rs leading to some career
This is utilitarianism from an economic development viewpoint! (Cameron, 2004)
p31. Australian federation variation and innovation
Given the left right deadlock in respect of what to do about the year 11 and year 12 curricula I was very
pleased to read recently in the press a brief report that the Ministerial Council was considering abandoning
the attempt to build consensus on what to do with such upper form curriculum drafts
[Chapters Two and three.]
See my references section for an unfiltered list of major disputants in the international educational debate at
the political level, not the educational bureaucrat level!
[Chapter Four.]
p84. United States and Germany
Germany has a well-designed and well run technical school sector and this is one reason its manufacturing
sector continues to prosper whilst Australias closes down and the United States steadily loses factories to
the low wage East Asian competition
[Section Two. The evidence. Chapter Five.]
No doubt the dumbing down movement has spawned this national curriculum writing process as a
dialectical reaction.
With the automotive industry announcements the Ministers will have to make hard possibly unpopular
decisions soon

[Chapter Six.]
p114. intended curriculum is an educational policy instrument
This sounds like a social engineering approach rather than a moderate practical reformist at work.
p115. lifting aspirations of all students
Another left right battleground a la Bill Hayden and raising the standard, a three way battle between the
extremes and practical reformists who want a policy that fulfills immediate social needs
p115. not too prescriptive
Practical policy considerations might be ignored by curriculum writers of ideological bent
p125. rote learning
making them memorize their times tables
Raises the controversial question about high end scientific calculators and primary school pupils
Theres something wrong pedagogically in students never becoming numerate never learning mental
arithmetic. If the price to be paid in a music store is some mystical magic result conjured up by pressing
buttons, no internal logic, no sense of orders of magnitude, we are reverting to pre-Pythagorean number
mysticism forgetting perhaps the concept that a 3-4-5 triangle is right angled as well Thats not the way
to train up scientists and engineers I assure you. The only way to train up scientists and engineers is to teach
primary school arithmetic the traditional way. Mental and written arithmetic. Long division. Orders of
magnitude concepts learnt via the idea of places. Triangles squares and rectangles primary school geometry.
Do the Minsters of Education in Australia really want us to sell all our industries to the multi-national
corporations and become second class passengers on Spaceship Earth with foreign trained overseers
supervising the operation of the foreign corporate owned mines and foreign corporate owned mega-farms?
Or will the Minsters of Education in Australia want to preserve Australia as a country with its own
manufacturing specialties and own industrial champions by jettisoning extreme dumbing down as a dead
end and resuming a commitment to quality public education?
p139. overcrowding
The educational authorities must simply decide that if room has to be made for computer literacy in the
twenty first century as a new universal subject touch typing all the way to HTML and JavaScript then,
perhaps, the academic secondary schools need to cut back general awareness subjects geography and
history a bit for those whose intended career doesnt require them: every career nowadays from factory
hand to managing director requires computer literacy!!

p152. Downs syndrome

Utilitarian considerations would suggest that pitching the secondary school English standards so low that
someone with Downs syndrome has a chance of passing year 12 English in the name of human rights a
policy no doubt to benefit the 1% rather than the other 99% this fundamentally breaches the utilitarian
principle!
More students typically boys who have boyish learning styles will be made disabled through labelling and
false diagnoses with hyperactivity syndrome and medicated into stupor to please the parents of the Downs
syndrome child sitting in the corner of the classroom This solution breaches other students rights
unconscionably the most disabled students in my view for the sake of the 98% the teachable middle of the
class need to be placed in special schools.
p155. religion values
Section 116 of the Australian Constitution proscribes both public school chaplains and public school religious
indoctrination by both the federal and state governments, talk to a lawyer not schooled in a dumbed
down approach to legislative interpretation about negative clauses taking precedence over express and
specific clauses over general clauses Section 116 is worded negatively and the free thinkers in the
universities and the press in the 1890s intended it to be that way! So there!
Proper civics education and teaching what is right and what is wrong, civics and values, well, the question
then turns to the best way to so educate in civics and values! Id say reduce the voting age to 16 have
elected secondary school and technical school students representative councils elected by students in each
form group over the age of 12 perhaps Let them debate and so on and so forth
p160. moral and spiritual development
Lets limit schooling to five days a week with a view to allowing an awareness of spiritual philosophy of ones
own choice by students in their own time freely and voluntarily
[Chapter Seven.]
p165. teachers who may be themselves untrained and unskilled in grammar
Well, start by arranging with the publishers of educational textbooks to get published such gems as Victoria
Hazells Grammar and Punctuation !!!! (Hazell, 2012)
A quality liberal education for all is not cheap.
And, learning a foreign tongue often improves ones grammatical awareness and skill in ones mother
tongue!
In the Asian century, we should be atrying to promote the study of Asian languages! By non-ethnically Asian
students, by appropriately streaming the assessment processes too!

p166. phonics
An approach to teaching reading that is practical inclusive and balanced between different learning styles
would use both phonics and literature immersion! A school library of childrens recreational literature
together with some basic grounding in phonics should get the middle of the class and such accidental high
achievers as the process of education do generate literate by the end of primary school, the Premiers
Reading Challenge helping with motivation The risk otherwise is for some working class students and
lumpen proletariat students falling behind in the name of the rights of the student children of middle class
professional lawyers and doctors and teachers to not suffer phonics education repeated theyd already
learnt that by parental bedtime reading already!
Raises the issue of social class and education. Discrimination too!
p167. foundation to year 2
Yes, the early years some students start ahead need lock step and rote learning to achieve more just social
outcome!! (Gow, 1892) (Schoenheimer, 1964)
p168-9. Professor Spurr the Western canon
I suppose that there will always be those parents who would prefer to home-school and teach reading by
immersion in, say, Hans Christian Andersons The Complete Tales fairy tales, the very fairy tales of
princesses and knights in shining armor that, say, the authors of Dick and Jane as Victims: sex stereotyping
in childrens readers, the other end of the spectrum of opinion who would compel every young person to
attend a secular local neighborhood government primary school and then proceed according to the
government policy to vocational training as prescribed by the government and the party neighborhood
committees (or whatever) (Andersen, 1889) (Women On Words And Images, 1972)
Whilst not trying to criticise either position, there being inherent problems both with parents who are unfit
parents and government education bureaucracies taken over by totalitarian ideological cliques There is
the argument that, on practical grounds, if only the staffing problem of government schools could be solved
recruiting sufficient suitable teachers committed to teaching-as-a-vocation etc etc then society is better off if
by luck without too much inappropriate anti-educational coercion the vast majority of students did
miraculously receive the quality liberal education for all that so many advocate the promise that so many
disappointed students miss out on (Richard Teese and John Polesei, 2003)
p171. all students learn mathematics at the same rate
Compare expert knowledge about lock-step methods and ability streaming and so on and so forth
p171. communicating
Compare the literature about statistics on gender styles in approaching mathematics, statistics on variations
in style that impact on the secondary mathematical and science curricula most dramatically, to my mind
suggest the best solution is to free the boys and girls to be themselves separate maths and science classes.
Maybe a single sex technical school system would help? One based on a rigorous technical curricula sourced
from the late 1950s but rewritten to make it up-to-date with respect to computer literacy manuals
equipment repair the appropriate use of appropriate modern trade tools

p172. For example, many students by year 8 continue to struggle fractions, percentages and decimals
There are those students who not being allowed to opt out of senior secondary school mathematics despair
and feel internal rejection as failures and then proceed to unlearn the lower form mathematics that they
have half learnt and still feel unconfident about. Instead, let them opt out and take some other subject that
teaches them something, even if it is accounting and commerce or whatever
p175. bell curve
Most students learn a lot through reading detailed feedback on their written work projects essays tests
exams not to mention oral exams in foreign languages chemistry and music practical exams etc etc
Quality detailed feedback to each and every student by a teacher who feels a vocation to so do and who via
student diagnostic models attempts to correct any noticed misconceptions
The formally certified numeric result is merely for the sake of the next teacher or prospective employer
I fear that over-reliance on half-meaningless multiple choice tests by the educational authorities could
undermine the much more useful detailed feedback that teachers produce, at least those whose vocation
drives them to!
The assessment section of the review therefore lacks soundness in my opinion
p182. cross curriculum priorities notes, they should not distort the focus of the science being taught
I suspect that when secondary science teachers not trained in university chemistry or physics or
mathematics get given a curriculum document allowing them to teach environmentalism and sustainability
etc etc they do so with relief in that not having a degree in the hard sciences and not being up-to-date in
knowledge of the hard sciences either It lets them teach something else (Snow, 1969) (Toffler, 1970)
(Vaizey, 1966)
if the reported problems in the tabloid press are, in part, really about teacher recruitment and a shortage of
properly qualified teachers
However, it would seem that, in addition to the qualified teacher shortage in the hard sciences, there is also
a correlated softening of the secondary curricula standards
p184. impoverished understanding of science
Given what goes on, what would you expect?
p185. senior chemistry units
p186. senior school physics course
Australia is on the downward path, towards a manufacturing free economy, a low paid low skill economy
rather like many of the European semi-colonial states in Africa or the American semi-colonial states in
Central America, pushed around by the billion dollar corporations And one contributing factor is our
benighted education curricula !!

p193. civics and citizenship

Something of great interest to left and right alike and both reformists and revolutionaries! (Glenn Patmore
(Ed), 2004) (Crick, 1962)
But, need a bipartisan negotiated solution or there will be trouble!!
p208. Technologies
The ACS strongly endorses the creation of the digital technologies subject and notes the important
distinction of this subject from the role of ICT as a general capacity.
Maybe call the subject Computer Studies and the year 11 and 12 subject Computer Science but find
another name for the compulsory general capacity information technology general understanding and use
subject
p276-286. References
A contestable selection of mostly reports and books relevant to the bureaucratic technocratic level of the
implementation of government policy Compare with my reference list, more at the political and popular
debating level of the education controversialists

Recommendations.
Australia is in a quandary, politically and economically. We no longer have the luxury to deliberately throw
part of the working class on the educational scrapheap. We must do better.
1. Recognise that quality education equal opportunity for all needs to be adequately funded.
2. Recreate a technical school system, with qualified teachers, perhaps qualified tradespeople and engineers
retrenched during the close down of the automotive sector, but retrained, make the technical school system
entry contingent on passing primary school mathematics Perhaps if we funded conversion courses for
those who wish to become such technical school teachers, as a payment to those expected to be made
redundant soon
3. Make the new technical school system a system of single sex boys and girls schools
4. Proscribe high end scientific calculators as inappropriate and anti-educational in respect of government
primary schools.
5. Raise the education outcome standards by deliberate government policy, with a view to Australia
remaining economically sustainable and independent, and with a view to Australia developing new
industries and new industrial champions
6. Recognise that Australia must offer something to the world: this is no cargo cult world, our economy
needs something to trade with, something thats ours, our own industrial champions, and it wont be the
sheeps back, not for the twenty second century!
7. Premiers do pray continue to support literacy by leadership and example!
8. Ministers of Education, do show more consideration for the industries that sustain us: it is production
that sustains us, not distribution and exchange! Australia is no international banking specialist we dont do
numbered accounts and our tax office demurs at bearer bonds, or used to! The way the world, trade,
something for something

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