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Curriculum priorities and the stages of schooling

Links to the stages of schooling

The middle years: levels 4-5

In recent years there has been increased interest and research activity focused on the middle years of schooling. Some students frequently become less motivated during these years, and their academic performance often flattens out and sometimes even declines. Research on student learning indicates the particular importance of student motivation and engagement during these years. In terms of cognition, student achievement spans a range of levels.

Literacy and numeracy continue to be fundamental and should be pursued in English and Mathematics as well as across the curriculum. Students should have access to all the key learning areas in a broad and comprehensive program. This will help to avoid premature specialisation and will provide a comprehensive basis for subject choices in later years.

The flexibility and range of options provided at levels 4 and 5 of the CSF allows for different organisational arrangements, grouping practices, core-option approaches, integrated curriculum and vertical and block timetabling - all approaches typically used to encourage students to exercise choices or explore different emphases within and across the key learning areas.

This stage of schooling includes the vital transition between the primary and the secondary years. The use of the CSF enables a more coherent discussion to occur between primary and secondary teachers in relation to the progress of students and to curriculum standards. Transition programs will be enhanced by this dialogue.