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Education wars: what the curriculum actually says about Australian history Education wars: what the curriculum actually says about Australian history
(about 1 hour later)
The Abbott government’s review of the national curriculum has triggered criticism from its political opponents who say the overhaul is driven by ideology, rather than education.The Abbott government’s review of the national curriculum has triggered criticism from its political opponents who say the overhaul is driven by ideology, rather than education.
The education minister, Christopher Pyne, has made numerous claims about the national curriculum – some of which, education advocates argue, are demonstrably false.The education minister, Christopher Pyne, has made numerous claims about the national curriculum – some of which, education advocates argue, are demonstrably false.
Here, Guardian Australia examines the key claims and the frequency of topics in the curriculum, following complaints about a lack of emphasis on conservative leaders, the Anzac story and western civilisation.Here, Guardian Australia examines the key claims and the frequency of topics in the curriculum, following complaints about a lack of emphasis on conservative leaders, the Anzac story and western civilisation.
Leftwing biasLeftwing bias
The claim:The claim:
The Coalition’s policy document on schools, released in August 2013, flagged a review of the national curriculum, saying it had “become politicised” under Labor.The Coalition’s policy document on schools, released in August 2013, flagged a review of the national curriculum, saying it had “become politicised” under Labor.
“For example, the current curriculum suggests that our students are best served learning about the day-to-day activities of trade unions and the history of the Australian Labor party. For example, the curriculum contains two references to trade unions, four references to progressive ideas and associated movements, and the only prime minister to be explicitly referenced is John Curtin. There is no explicit mention of the conservative parties in the curriculum,” the document said.“For example, the current curriculum suggests that our students are best served learning about the day-to-day activities of trade unions and the history of the Australian Labor party. For example, the curriculum contains two references to trade unions, four references to progressive ideas and associated movements, and the only prime minister to be explicitly referenced is John Curtin. There is no explicit mention of the conservative parties in the curriculum,” the document said.
The facts:The facts:
John Curtin is not the only prime minister mentioned. The history curriculum also refers to Australia’s first prime minister, Edmund Barton, and to George Reid, who was appointed in 1904 following the fall of a minority Labor government whose Arbitration Bill he labelled as “socialism”. These leaders are discussed in the context of a Year 6 history module that focuses on “studying Australia’s path to federation through an examination of key people (for example Henry Parkes, Edmund Barton, George Reid, John Quick)”.John Curtin is not the only prime minister mentioned. The history curriculum also refers to Australia’s first prime minister, Edmund Barton, and to George Reid, who was appointed in 1904 following the fall of a minority Labor government whose Arbitration Bill he labelled as “socialism”. These leaders are discussed in the context of a Year 6 history module that focuses on “studying Australia’s path to federation through an examination of key people (for example Henry Parkes, Edmund Barton, George Reid, John Quick)”.
Curtin – Australia’s 14th prime minister and a member of the Labor party – governed during the second world war. A year 10 history module mentions Curtin in the context of the fall of Singapore. The curriculum talks about ‘’explaining the significance of the fall of Singapore (1942) in the changes in Australia’s military alliances and use of troops during World War II, using a range of sources (for example accounts of prisoners of war, commanders such as General Gordon Bennett, politicians such as Prime Minister John Curtin, and Japanese and British sources)”.Curtin – Australia’s 14th prime minister and a member of the Labor party – governed during the second world war. A year 10 history module mentions Curtin in the context of the fall of Singapore. The curriculum talks about ‘’explaining the significance of the fall of Singapore (1942) in the changes in Australia’s military alliances and use of troops during World War II, using a range of sources (for example accounts of prisoners of war, commanders such as General Gordon Bennett, politicians such as Prime Minister John Curtin, and Japanese and British sources)”.
The acting deputy president of the New South Wales Teachers Federation, Denis Fitzgerald, said it would be impossible to teach students about the fall of Singapore without mentioning prime minister Curtin.The acting deputy president of the New South Wales Teachers Federation, Denis Fitzgerald, said it would be impossible to teach students about the fall of Singapore without mentioning prime minister Curtin.
Australia’s longest serving prime minister and the Liberal party legend, Robert Menzies, is mentioned in the yet-to-be-implemented senior secondary modern history curriculum titled Australia, 1918 –1949 (End of first world war – election of Menzies).Australia’s longest serving prime minister and the Liberal party legend, Robert Menzies, is mentioned in the yet-to-be-implemented senior secondary modern history curriculum titled Australia, 1918 –1949 (End of first world war – election of Menzies).
There are two references to unions or unionists, one mention of the Labor party, and no explicit references to the Liberal party in the implemented foundation to year 10 history curriculum.There are two references to unions or unionists, one mention of the Labor party, and no explicit references to the Liberal party in the implemented foundation to year 10 history curriculum.
A year 9 history module on the first world war includes identification of “the groups who opposed conscription (for example trade unionists, Irish Catholics) and the grounds for their objections”. Students also study “the first and second referenda on conscription, including the division within the Labor party over this issue”.A year 9 history module on the first world war includes identification of “the groups who opposed conscription (for example trade unionists, Irish Catholics) and the grounds for their objections”. Students also study “the first and second referenda on conscription, including the division within the Labor party over this issue”.
And a year 9 history module on the Industrial Revolution includes “outlining the growth of trade unions as a response to the impacts of the Industrial Revolution”.And a year 9 history module on the Industrial Revolution includes “outlining the growth of trade unions as a response to the impacts of the Industrial Revolution”.
Western civilisationWestern civilisation
The claim:The claim:
The education minister, Christopher Pyne, said concerns had been raised about the history curriculum “not recognising the legacy of western civilisation”. Pyne said one of the criticisms of the curriculum was that it had “not sold or talked about the benefits of western civilisation in our society”.The education minister, Christopher Pyne, said concerns had been raised about the history curriculum “not recognising the legacy of western civilisation”. Pyne said one of the criticisms of the curriculum was that it had “not sold or talked about the benefits of western civilisation in our society”.
The facts:The facts:
People may have different views about the level of emphasis required, but the curriculum does not ignore western civilisation. For example, a module in Year 6 history on Australia as a Nation is focused on “key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government”. It talks about “identifying key elements of Australia’s system of law and government and their origins (for example the Magna Carta; federalism; constitutional monarchy; the Westminster system and the separation of powers – legislature, executive, judiciary; the houses of parliament; how laws are made)”.People may have different views about the level of emphasis required, but the curriculum does not ignore western civilisation. For example, a module in Year 6 history on Australia as a Nation is focused on “key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government”. It talks about “identifying key elements of Australia’s system of law and government and their origins (for example the Magna Carta; federalism; constitutional monarchy; the Westminster system and the separation of powers – legislature, executive, judiciary; the houses of parliament; how laws are made)”.
Year 5 history students examine the economic, political and social reasons for the establishment of British colonies in Australia. As part of this they investigate “the reasons for the establishment of one or more British colonies such as a penal colony (for example Moreton Bay, Van Diemen’s Land) or a colony that later became a state (for example Western Australia, Victoria)”.Year 5 history students examine the economic, political and social reasons for the establishment of British colonies in Australia. As part of this they investigate “the reasons for the establishment of one or more British colonies such as a penal colony (for example Moreton Bay, Van Diemen’s Land) or a colony that later became a state (for example Western Australia, Victoria)”.
However, the overall cross-curriculum priorities do not explicitly include western history. The three priorities are: Aboriginal and Torres Strait Islander histories and cultures; Asia and Australia’s engagement with Asia; and sustainability. Pyne suggests the curriculum is too heavily weighted towards the nation’s Indigenous history with not enough about “our beginnings as a colony and, therefore, our Western civilisation, which is why we are the kind of country we are today”.However, the overall cross-curriculum priorities do not explicitly include western history. The three priorities are: Aboriginal and Torres Strait Islander histories and cultures; Asia and Australia’s engagement with Asia; and sustainability. Pyne suggests the curriculum is too heavily weighted towards the nation’s Indigenous history with not enough about “our beginnings as a colony and, therefore, our Western civilisation, which is why we are the kind of country we are today”.
A year 8 history in-depth study, titled “The Western and Islamic World”, involves the study of “the Vikings or Medieval Europe or the Ottoman Empire or Renaissance Italy”.A year 8 history in-depth study, titled “The Western and Islamic World”, involves the study of “the Vikings or Medieval Europe or the Ottoman Empire or Renaissance Italy”.
Anzac focusAnzac focus
The claim:The claim:
Pyne also wrote, in an opinion piece in the Australian newspaper, that concerns had been raised about the history curriculum “not giving important events in Australia's history and culture the prominence they deserve, such as Anzac Day”. He has previously said the Anzac spirit had “informed our Australian culture and our character ever since that time, and I don’t think that lining it up with NAIDOC week, reconciliation day, harmony day and so on gives it the central focus that it deserves in our curriculum”.Pyne also wrote, in an opinion piece in the Australian newspaper, that concerns had been raised about the history curriculum “not giving important events in Australia's history and culture the prominence they deserve, such as Anzac Day”. He has previously said the Anzac spirit had “informed our Australian culture and our character ever since that time, and I don’t think that lining it up with NAIDOC week, reconciliation day, harmony day and so on gives it the central focus that it deserves in our curriculum”.
The facts:The facts:
Pyne is referring to the Year 3 history curriculum bunching together several commemorations. Students look at “days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, Harmony Week, National Reconciliation Week, Naidoc week and National Sorry Day) and the importance of symbols and emblems”.Pyne is referring to the Year 3 history curriculum bunching together several commemorations. Students look at “days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, Harmony Week, National Reconciliation Week, Naidoc week and National Sorry Day) and the importance of symbols and emblems”.
But it is not the only reference to the Anzac story. The year 9 history topic on the first world war includes a specific section on the “commemoration of the fir, including debates about the nature and significance of the Anzac legend”. It involves “investigating the ideals associated with the Anzac tradition and how and why first world war is commemorated within Australian society”. But it is not the only reference to the Anzac story. The year 9 history topic on the first world war includes a specific section on the “commemoration of the first world war, including debates about the nature and significance of the Anzac legend”. It involves “investigating the ideals associated with the Anzac tradition and how and why first world war is commemorated within Australian society”.
A year 10 history section on the second world war also involves “explaining the significance of Kokoda as the battle that halted the Japanese advance on Port Moresby and helped foster the Anzac legend”.A year 10 history section on the second world war also involves “explaining the significance of Kokoda as the battle that halted the Japanese advance on Port Moresby and helped foster the Anzac legend”.
By the numbersBy the numbers
Guardian Australia has compiled a count of some other words or phrases mentioned in the history curriculum.Guardian Australia has compiled a count of some other words or phrases mentioned in the history curriculum.
This shows the number of times each term appears in the text of the foundation to year 10 curriculum history section:This shows the number of times each term appears in the text of the foundation to year 10 curriculum history section:
War 77War 77
Aboriginal 50Aboriginal 50
World war 37World war 37
Western 11Western 11
First fleet 8First fleet 8
Vietnam 7Vietnam 7
Anzac 6Anzac 6
Christianity 6Christianity 6
Britain 5Britain 5
Diversity 5Diversity 5
Indigenous 5Indigenous 5
Federation 4Federation 4
England 3England 3
Islam 3Islam 3
Gallipoli 3Gallipoli 3
English 3English 3
Muslim 2Muslim 2
1788 11788 1
Unionists 1Unionists 1
Unions 1Unions 1
Multiculturalism 1Multiculturalism 1
Gay 0Gay 0
James Cook 0James Cook 0
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