| WHERE IN THE CURRICULUM? | |
| This page contains an overview of relevant areas of the, 'Curriculum and Standards Framework II'. Scroll down or select a link for more information about one or more of the following topics/areas: | |
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- Where in curriculum? - Health and Physical Education (H&PE) - The Arts - English, including English as a Second Language (ESL) - Studies of Society and Environment (SOSE) - Science, Technology, LOTE and Mathematics | |
| Where in curriculum? |  Top |
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| Both the Curriculum and Standards Framework 2 and the Framework for Student Support Services in Victorian Government Schools provide clear indication that curriculum across all Key Learning Areas needs to better represent the needs of disadvantaged students. The following provides suggestions for areas of the Curriculum and Standards Framework 2 that offer opportunities for inclusion of sexual and gender diversity issues. | |
| Health and Physical Education (H&PE) | Top |
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| The Health and Physical Education KLA has three strands. One relates to physical education, whilst the other two look at “Health of Individuals and Populations” and “Self and Relationships”. Some of the Learning Outcomes that could include curriculum on same-sex attracted and gender diverse young people follow. | |
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| The Arts | Top |
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| The Arts KLA contains eight strands referring to different areas of arts practice. One of these is ‘media’, which contains the following Learning Outcome. Learning Outcome 6.4 – Analyse the characteristics and role of the media in different cultural contexts (explain ways in which media texts reinforce or challenge social,cultural and artistic values). | |
| English, including English as a Second Language (ESL) | Top |
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| English as a KLA offers many opportunities for discussion on a wide range of issues. The three English strands are aimed at skills improvement in speaking and listening, reading,and writing. Useful Learning Outcomes include – Learning Outcome 5.1 – Listen to and produce a range of spoken texts dealing with some challenging themes and issues. Learning Outcome 5.9 – Use a range of text types to write about some challenging themes and issues. Learning Outcome 6.1 – Listen to and produce a range of spoken texts to examine different perspectives on complex themes and issues. Learning Outcome 6.2 – Compare and contrast the use of language in spoken texts that present different perspectives on complex themes and issues. Learning Outcome 6.5 – Read a range of texts and use them to discuss different perspectives on complex themes and issues. Learning Outcome 6.9 – Use a range of text types to convey detailed information and discuss different perspectives on complex themes and issues in writing. | |
| Studies of Society and Environment (SOSE) | Top |
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| The SOSE KLA includes four strands, relating to ‘society and environment’, ‘history’,‘geography’ and ‘economy and society’. Relevant Learning Outcomes from this areainclude – Learning Outcome 5.2 – Examine the origin of Australia’s legal system and how Australian laws are made. Learning Outcome 6.5 – Explain the key changes in social and political attitudes and values in modern Western society. Achievement in this area is said to be evident when the student is able to:
Learning Outcome 6.2 – Analyse a proposed change in the law in Australia and explain the legal processes to implement the change. Civics and Citizenship Education has been identified as a cross-curriculum area of education which should be prioritised. It encourages students to understand citizenship rights and responsibilities, and to participate in school-based decision making (DEET, 2000:18, A-Z Guide for Parents). Civics and citizenship is taught mostly within the SOSE KLA, and offers many opportunities for discussion of LGYP issues. | |
| Science, Technology, LOTE and Mathematics | Top |
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| The Science KLA includes a biology strand. Whilst Learning Outcomes in this area do not focus on social issues, homosexuality can clearly be discussed in such curriculum areas as reproduction and genetics. The remaining three KLAs (Technology, Languages Other Than English (LOTE) and Mathematics) appear to offer the least opportunity in curriculum for discussion of sexuality based issues. But, as with the other five KLAs, these three are bound by “principles of gender equity and equal opportunity for students from all ethnic, socioeconomic and cultural backgrounds” and the “requirement that the learning outcomes of students from educationally disadvantaged backgrounds should, over time, better match those of other students” Source: Seal, Masters thesis, soon to be published | |