The place of literacy and numeracy in the primary school curriculum: a national survey
The Australian Primary Principals' Association, and the Centre for Applied Educational Research, University of Melbourne has investigated the place of literacy and numeracy within the primary school curriculum and the priority schools are attaching to them.
Abstract
The objective of the project was to gather information about principals' perceptions of changes to the primary school curriculum over the past three years and whether these changes have affected the priority that primary schools place on literacy and numeracy. The project also aimed to measure the amount of time devoted to literacy and numeracy in Australian primary schools. The target population for the survey were principals in Australian primary schools. The completed report has been distributed to all primary schools in Australia. An analysis of the data received indicated a remarkably positive picture. In response mainly to external pressures, schools over the past three years have sought both to broaden the curriculum and to place a greater emphasis on literacy and numeracy. The greatest changes have been an increased emphasis on literacy, especially in the early years, followed by an emphasis on the use of computers and technology in the classroom. The survey thus established that there has been a degree of 'overcrowding' of the curriculum, but that this has not adversely affected the time or importance attached to literacy or numeracy.
Author(s)
Peter W Hill; Rosalind Hurworth; Kenneth J Rowe
Publication Details
| Type : |
Reports |
| Published : |
11/1998 |
Topics Covered
| Sectors : |
|
| Detailed :
|
| Curriculum issues |
| ICT in education |
| Language literacy and numeracy |
| Quality |
|
Availability
Electronic version only available from the Department. Print copies may be available for loan from your local library.
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