Are teachers on the same page with their interpretations of the syllabuses of the prescribed curriculum?

In Australia schools, especially government schools, are being urged to follow the Australian National Curriculum (ANC) or the state by state adaptation of the ANC.

Now teaching is a fairly isolated business whereby a teacher is there fronting a class whether they be in the primary (elementary) or secondary (high) school sectors.  I have concluded after all my many years in schooling that teachers should be given the opportunity through in-school in-service whereby they work through the various syllabuses discussing the prescribed learning outcomes to ensure that they have a common understanding of what each outcome means.  For primary school teachers you might think this would take forever but believe me I have proved that it doesn't.  For secondary school teachers the task is easier as they have one or two specialist subjects but all should also work through the English syllabus.

If this is done  the teachers of say the three classes of year 4 students are all on the same page not isolated in their classroom having made their own interpretation of the prescribed learning outcomes in the various syllabuses.  Likewise the secondary maths teachers are on the same page across the various year levels the they teach.

Part of the discussions is to agree on what behaviours would demonstrate mastery of the various prescribed learning outcomes based on a commitment at primary school level that a least in English and mathematics a student should not be moved to new learning if they have not mastered the prerequisites for that new learning.   To move students on when they have not reached this mastery is at the root of the complaints that literacy and numeracy standards are not what is desired across the country as it result in cumulative gaps in the learning.  For secondary school teachers such mastery would be expected across all subjects.

An offshoot of such inservice is to encourage teachers to also chat about the learning strategies to be used to attain the prescribed learning outcomes.

Such in-service whereby teachers discuss and share at a practical level related to their teaching is generally hailed as one of the most effective forms of in-service.

You may see this post as a repeat of the previous one but it is more a reinforcement of an approach about which I could possibly be classed as a zealot.


May the Force be with you!


GD