TOWARDS A NATIONAL SENIOR
PHYSICS CURRICULUM
Dr Mark Butler
Gosford High School
mark.butler20@det.nsw.edu.au
Background
 1989 all Education Ministers issued a set of common goals for schooling
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in Australia (Hobart Declaration)
2004 ACER contracted by Federal Government to investigate the
feasibility of a National Education Qualification (Project director: Prof
Geoff Masters)
2005 ACER Report - National Certificate of Education: exploring a
way forward. (www.dest.gov.au/...education/.../australian_certificate_education.htm)
2006 ACER contracted by Federal Government to complete a
Comparative Study of Selected Subjects for the Year 12 Certificate
(Project Director: Prof Gabrielle Matters)
2008 National Curriculum Board Formed (precursor of ACARA).
ACARA is responsible for…
 A national curriculum from Kindergarten to Year 12 in specified
learning areas.
 A national assessment program aligned to the national curriculum
that measures students’ progress.
 A national data collection and reporting program that supports:
 analysis, evaluation, research and resource allocation; and
 accountability and reporting on schools and broader national
achievement.
• A national Baccalaureate??
ACARA Curriculum Development
 Phase 1: development of
the national curriculum K12 by 2010 for
 Phase 2: development of the
curriculum for
 Languages
 English
 Geography
 Mathematics
 The Arts
 Sciences
 History
 Phase 3: TBA - design and
technology, health and
physical education, ICT,
economics, business and
civics and citizenship.
Time line for stage 1
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Framing paper Dec 2008
Public consultation and submissions
Shaping Paper May 2009
Draft Science Curriculum March 2010
Further public consultation
K-10 Science completed Dec 2010
Senior sciences completed (June 2012?)
Substantial implementation of K-10 by 2113
Development of the science curriculum
 The curriculum in years (not stages) and will contain key content and skills to be
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achieved in each year of schooling
The different years that students begin various stages of schooling in different
states will present a challenge.
Writing teams and advisory panels were formed for each of the ‘core’ subjects.
In science, the use of contexts, the importance of conceptual development and the
inclusion of contemporary science will presented significant challenges for the
writers and advisory panels.
Senior science courses in Chemistry, Physics, Biology and Environmental Science
to be developed without optional/elective units.
The Big Ideas
• K-2: Exploration, Observation, Order, Change,
Questioning & speculation
• 3-6: Patterns, Systems, Relationships, Evidence &
explanations
• 7-10: Sustainability, Equilibrium & interdependence,
Form & function, Energy, Evidence models & theories
Junior and Senior Science Curricula
Organised into 3 Strands:
• Science Inquiry Skills
• Science and Human Endeavour
• Science Understanding
Science Years 7 – 10
 formulate scientific questions or
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Science inquiry skills
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hypotheses for testing
design and conduct science
investigations involving
measurement and repeated trials
gather and organise data from a
variety of sources
analyse and test models and
theories based on the evidence
available
explain and summarise patterns
in data using science concepts.
Science Inquiry Skills
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Questioning and predicting
Planning and conducting
Processing information
Reflecting and evaluating
Communicating
Science Years 7 – 10
Science as a human
endeavour
 be aware of contemporary issues such
as water and its management, climate
change, stem cell research,
nanotechnology, gene technology
 apply scientific understandings to
make responsible, ethical and informed
decisions about issues
 be aware of the nature of science and
research of Australian scientists
 appreciate that science provides
rewarding careers
 appreciate the diversity of people who
have contributed to, and shaped the
development of, science.
Science as a Human Edeavour
• Nature and development of science
• Application of science
• Science and contemporary issues
Science Years 7 – 10
Physics and chemistry
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• nature of matter, including particle theory
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• forms of energy, energy transfer and storage
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• forces and motion
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• acids and bases
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• metals and non-metals
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• elements, compounds and chemical reactions.
Biology
Science understanding
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cells and living things
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the human body
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Ecosystems
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theory of evolution and the diversity of living
things.
Earth science
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structure of the earth and geological history
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plate tectonics and geological phenomena
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stars, galaxies and the universe.
Science Understanding
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Biological sciences
Chemical sciences
Earth and space sciences
Physical sciences
Some Implementation Issues
 In schools by 2011 but timing of implementation to be left to the jurisdictions
(Substantial implementation by 2013)
 While the curriculum must be written around ‘indicative hours’, time allocation
will be left to the jurisdictions ()
 Accreditation to remain in the hands of the current state and territory Boards of
Studies (ie. SC, HSC, VCE, QCE, etc. and related testing and assessment
procedures to remain)
 Australian Baccalaureate??
Science Years 11 – 12
Senior Course, also organised by the three strands will be developed
in:
•Biology
•Chemistry
•Physics
•Earth and Environmental Science
Senior Physics Curriculum
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Three strands (SHE,SIS,SU)
Organised in two years with two units in each year
No options
Independent student research projects
Indicative hours()
Consultation draft released March 2010
Public consultation and stake holder meeting held
Too much content, too little integration between strands, concern
about independent research, too little contemporary science, some
things missing (thermodynamics, co-planer forces)
• All senior science put ‘on hold’ since June so ACARA could
concentrate on the K-10
Senior Physics Curriculum: Questions
• How can we provide an accessible physics course for students who will
not continue to study and one that prepares students for tertiary
studies in science?
• What should we frame the rationale?
• What fundamental physics laws and theories should be in the
curriculum?
• Should topics such as relativity and wave particle duality be included?
• What contemporary physics should be in the curriculum?
• Given that we have to provide year based, semester courses how can
we develop topics sequentially?
• How can we insure an inquiry approach?