THE Northern Territory Curriculum Framework (NTCF) was rolled out
in 2002 after two years’ development and extensive
involvement of teachers and communities throughout the NT.
However, the NTCF is actually the culmination of ten years’
progress across the entire country towards outcome-focused learning
in schools. In northern Australia schools in Queensland are
currently involved in a four-year trial to implement the ‘New
Basics’ Years 1–10 Curriculum Framework, and in Western
Australia, implementation of the WA Curriculum Framework (from
Kindergarten to Year 12) began in 1999 and will be fully
implemented in all schools by 2004.
The new framework represents a major shift in educational thinking,
but it is based on clear observable demonstrations of learning. The
approach uses eight nationally agreed learning areas (such as
English, Maths and Science) but these learning areas are part of a
much wider program that reconises different learning needs in
students and the value of cross-curricula learning—literacy
and numeracy for example, can take place just as effectively in
studies of society as it can in an English or Maths class.
The NT’s environmental strand, called Studies of Society and
Environment (SOSE) incorporates disciplines such as History,
Geography, Politics, Economics, Business and Careers. Its study of
the environment addresses sustainability, ecological issues and
conservation values and aims to help students understand complex
interrelations between the natural and built environment. For
example, a SOSE outcome in the Environments’ strand for Year
7 students applies to sustainable savanna management. Students have
to demonstrate the ability to identify how natural systems respond
to changing conditions—and the issues for research and debate
that may arise, such as the impacts of bushfire or the invasion of
new species.
The NT also has an additional content component: Indigenous
Languages and Culture which brings together 25 years of curriculum
development within local Indigenous communities. It is the first
system-wide curriculum in Australia to recognise and integrate
Indigenous knowledge. Its three content strands,
‘Country/Land’, ‘People and Kinship’, and
‘Natural Environment’, can be taught in the vernacular,
and involve members of the community.
—Julie Crough & Kate O’Donnell
