EDF5036
Health and PE
Deign and Technology
Arguments
From this, we can move on to another argument that is DT as a subject or discipline has been neglected in our educational system.
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In general education, design and technology (DT) must be able to identify the intrinsic values of design in order to provide justifications for everyone’s education (Cross, 1982).
Challenges
The first challenge is how to make a ‘trained’ man ‘educated’. First of all, it is pivotal to be aware that highly trained does not equal to highly educated (Cotter, 2013).
The second challenge is how to teach DT different to the other curriculum subjects.
Arguments
Challenges
Changing curriculum context- how do teachers respond and understand the new priorities, particularly propositions.
The lack of professional development in response to the changing curriculum.
HPE is often marginalised in primary schools and not considered high on the priority list
ACARA (2012) argues the complexities in predicting the future but acknowledges that young people will need a wide and adaptive set of understanding, skills and knowledge to meet the varying prospects of society.
HPE was centered around changing behavior.
The Arts
Arguments
Challenges
Arts education has typically been relegated to teaching more established arts practices like Music and Visual Arts historically within the Australian curriculum; whereas practices like Dance have been relegated to the HPE curriculum and Drama to the English curriculum (Gibson, 2016)
Students are able to develop their sense of culture and identity through exploration and education within the arts.
Placing a priority on the arts curriculum is important. Often schools will alternate between art subjects teaching term by term or semester by semester; which consequently affects the learning and progression of skills and development for students in the arts curriculum. Schools will struggle with timetabling and scheduling relegating the commitment to the arts curriculum to school productions or arts festivals.
As govermental policy is constantly ammended (Harris, 2017) How do schools cope and teachers who are not art teacher specialists handle the pedagogy and implementation of constantly ammended arts education curriculum in policy?