The curriculum and pedagogy action area supports teachers and focuses on the classroom.
- Curriculum is all the planned learning offered and enacted by a school.
- Pedagogy is the function or work of a teacher; it is the art of teaching and the various instructional methods used in the learning and teaching process.
Current educational terminology describes pedagogy as a critical component of the curriculum.
Curriculum is much more than a syllabus, which outlines what is taught. It is dynamic and encompasses the:
- learning environment
- teaching approaches and strategies
- assessment programs and methods
- values and ethos of the school
- relationships and behaviours among students and teachers.
These elements are interconnected and provide the experiences that contribute to student learning.
Each of the four action areas of the EATSIPS framework:
- professional and personal accountabilities
- curriculum and pedagogy
- community engagement
- organisational environment
and the reflective attributes:
- attitudes and perceptions
- personal histories.
are either included in, or impact strongly on, the curriculum offered by the school.
A curriculum for all
A curriculum for all promotes:
- learning environments that value and respond to diversity
- using a range of resources appropriate to students’ learning needs and that reflect students’ identities
- relationships and behaviours between students and between teachers and students that are fair and respectful.
These principles focus on equity and begin with planning giving consideration to all students' prior knowledge, interests and concerns, aspirations and needs and gifts and talents.
This provides a basis for motivating and engaging students in learning, and targeting teaching to maximise each student’s achievements.
ACARA, C2C and the Queensland Curriculum, Assessment and Reporting Framework (QCAR) provide great opportunity for teachers to work towards embedding Aboriginal and Torres Strait Islander perspectives in planning, delivery, assessment, moderation, reporting and evaluation processes.
Within this action area EATSIPS is not limited to content, knowledge and understanding, or ways of working.
It extends to the professional and personal accountabilities of the teacher, community partnerships and engagement, and the organisational environment of the class and curriculum.
This action area within the EATSIPS model broadly focuses on the:
- intended curriculum
- enacted curriculum
- experienced curriculum
- assessed curriculum
- achieved curriculum
It further considers the unique opportunities and situations that exist in some Queensland schools and how Aboriginal and Torres Strait Islander education policy, whole-of-government Aboriginal and Torres Strait Islander policies (and strategies) and reconciliation plans impact on schools.
Aboriginal and Torres Strait Islander perspectives need to be presented to all students. How we teach these perspectives is based on an understanding of why we teach them. Teachers can be overwhelmed by the extent of possibilities that Aboriginal and Torres Strait Islander perspectives offer to a curriculum. By recognising that your role is 'the facilitator', as opposed to 'the expert', as teachers you can use this pedagogical approach to frame and support your development and understanding of Aboriginal and Torres Strait Islander issues.
EATSIPS encourages teachers to develop habits for embedding Indigenous perspectives into the day-to-day aspects of learning and teaching including planning, implementing and evaluating work programs.