Back to Introduction

Curriculum priorities and the stages of schooling

School-based decision making

Schools will continue to decide how best to organise their curriculum provision and delivery. The Board does not expect that the key learning area structure will translate into a single form of school curriculum organisation.

There is ample scope for schools to develop courses and programs which combine strands from a number of key learning areas, for example, Science and Technology at primary school, or Arts, Technology, and Studies of Society and Environment in secondary years. SOSE may be delivered through a program which includes separate history, geography and commerce subjects, or by an integrated program. Using the CSF standards in planning such approaches will ensure that where integration occurs it is not at the expense of key knowledge and skills.

Decisions about curriculum organisation thus remain with schools. For curriculum purposes, the CSF ensures that in making these decisions, schools attend to all the major areas of the curriculum and planned learning outcomes.

Successful implementation of the CSF clearly depends on effective teaching and learning. Schools are best placed to determine appropriate teaching approaches. Similarly, while the CSF identifies the expected standards students should attain, schools determine how best to report to students and parents.

The Board will support schools in implementing the CSF by producing sample programs and units, annotated work samples and effective assessment materials which exemplify good practice.