Dr Mark ButlerGosford High Schoolmark.butler20@det.nsw.edu.au

TOWARDS A NATIONAL SENIOR PHYSICS CURRICULUM

1989 all Education Ministers issued a set of common goals for schooling in Australia (Hobart Declaration)

2004 ACER contracted by Federal Government to investigate the feasibility of a National Education Qualification (Project director: Prof Geoff Masters)

2005 ACER Report - National Certificate of Education: exploring a way forward. (www.dest.gov.au/...education/.../australian_certificate_education.htm)

2006 ACER contracted by Federal Government to complete a Comparative Study of Selected Subjects for the Year 12 Certificate (Project Director: Prof Gabrielle Matters)

2008 National Curriculum Board Formed (precursor of ACARA).

Background

A national curriculum from Kindergarten to Year 12 in specified learning areas.

A national assessment program aligned to the national curriculum that measures students’ progress.

A national data collection and reporting program that supports:analysis, evaluation, research and resource

allocation; and accountability and reporting on schools and

broader national achievement.• A national Baccalaureate??

ACARA is responsible for…

ACARA Curriculum DevelopmentPhase 1:

development of the national curriculum K-12 by 2010 forEnglishMathematicsSciencesHistory

Phase 2: development of the curriculum forLanguagesGeographyThe Arts

Phase 3: TBA - design and technology, health and physical education, ICT, economics, business and civics and citizenship.

Time line for stage 1

• Framing paper Dec 2008• Public consultation and submissions• Shaping Paper May 2009• Draft Science Curriculum March 2010• Further public consultation• K-10 Science completed Dec 2010• Senior sciences completed (June

2012?)• Substantial implementation of K-10

by 2113

Development of the science curriculum

The curriculum in years (not stages) and will contain key content and skills to be achieved in each year of schooling

The different years that students begin various stages of schooling in different states will present a challenge.

Writing teams and advisory panels were formed for each of the ‘core’ subjects.

In science, the use of contexts, the importance of conceptual development and the inclusion of contemporary science will presented significant challenges for the writers and advisory panels.

Senior science courses in Chemistry, Physics, Biology and Environmental Science to be developed without optional/elective units.

• K-2: Exploration, Observation, Order, Change, Questioning & speculation

• 3-6: Patterns, Systems, Relationships, Evidence & explanations

• 7-10: Sustainability, Equilibrium & interdependence, Form & function, Energy, Evidence models & theories

The Big Ideas

Junior and Senior Science Curricula Organised into 3 Strands:• Science Inquiry Skills• Science and Human Endeavour• Science Understanding

Science Years 7 – 10

Science inquiry skills

formulate scientific questions or hypotheses for testing

design and conduct science investigations involving measurement and repeated trials

gather and organise data from a variety of sources

analyse and test models and theories based on the evidence available

explain and summarise patterns in data using science concepts.

Science Inquiry Skills• Questioning and

predicting• Planning and

conducting• Processing

information• Reflecting and

evaluating• Communicating

Science Years 7 – 10

Science as a human endeavour

be aware of contemporary issues such as water and its management, climate change, stem cell research, nanotechnology, gene technology

apply scientific understandings to make responsible, ethical and informed decisions about issues

be aware of the nature of science and research of Australian scientists

appreciate that science provides rewarding careers

appreciate the diversity of people who have contributed to, and shaped the development of, science.

Science as a Human Edeavour• Nature and development

of science• Application of science• Science and

contemporary issues

Science Years 7 – 10

Science understanding

Physics and chemistry • nature of matter, including particle theory • forms of energy, energy transfer and

storage • forces and motion • acids and bases • metals and non-metals • elements, compounds and chemical

reactions.

Biology cells and living things the human body Ecosystems theory of evolution and the diversity of living

things.

Earth science structure of the earth and geological history plate tectonics and geological phenomena stars, galaxies and the universe.

Science Understanding • Biological sciences• Chemical sciences• Earth and space

sciences• Physical sciences

Some Implementation Issues

In schools by 2011 but timing of implementation to be left to the jurisdictions (Substantial implementation by 2013)

While the curriculum must be written around ‘indicative hours’, time allocation will be left to the jurisdictions ()

Accreditation to remain in the hands of the current state and territory Boards of Studies (ie. SC, HSC, VCE, QCE, etc. and related testing and assessment procedures to remain)

Australian Baccalaureate??

Science Years 11 – 12

Senior Course, also organised by the three strands will be developed in:

•Biology

•Chemistry

•Physics

•Earth and Environmental Science

Senior Physics Curriculum• Three strands (SHE,SIS,SU)

• Organised in two years with two units in each year• No options• Independent student research projects• Indicative hours()• Consultation draft released March 2010• Public consultation and stake holder meeting held• Too much content, too little integration between

strands, concern about independent research, too little contemporary science, some things missing (thermodynamics, co-planer forces)

• All senior science put ‘on hold’ since June so ACARA could concentrate on the K-10

Senior Physics Curriculum: Questions

• How can we provide an accessible physics course for students who will not continue to study and one that prepares students for tertiary studies in science?

• What should we frame the rationale?• What fundamental physics laws and theories

should be in the curriculum?• Should topics such as relativity and wave particle

duality be included?• What contemporary physics should be in the

curriculum?• Given that we have to provide year based,

semester courses how can we develop topics sequentially?

• How can we insure an inquiry approach?