Home' Teacher : June-July 2011 Contents 4 teacher june/july 2011
The Independent Schools Council of
Australia in its submission to the Com-
monwealth Review of Funding for
Schooling chaired by David Gonski has
called for, ‘A student-based method-
ology which relies on robust data
regarding student characteristics (that)
provides an effective and transparent
means to determine the resourcing
ne eds of individual schools’ – aka a
voucher system. The Australian Educa-
tion Union (AEU) submission called for
a funding model that funds government
and non-government schools separately,
breaking the current indexation system
through the Average Government
School Recurrent Costs (AGSRC). The
current system mea ns non-government
school funding increases in line with
increases in the AGSRC for government
schools. AEU Federal President Angelo
Gavrielatos, writing in Australian Edu-
cator in 2009, described such a funding
system as ‘flawed and dangerous.’ There
was no reference to vouchers in the AEU
submission to the Gonski review,
beyond discussion of vouchers to deliver
additional funding for students with
disabilities or special needs, but
Gavrielatos in his 2009 article made
clear the AEU’s opposition to a voucher-
based funding system. The surprise is
not the quality of debate over vouchers ,
but that there hasn’t really been any
debate. April’s Commonwealth Schools
Assistance Amendment (Financial
Assistance) Act 2011 extended existing
arrangements until the end of 2013.
Explained Commonwealth Minister for
School Education Peter Garrett in Feb-
ru ary, that’s to enable non-government
schools to transition to any new funding
arrangements the government imple-
ments in response to the Gonski review,
which will report to the government by
the end of this year. T
Amou nt that the state government spent,
on average, per person, on the arts in
2008-09, in New South Wales: $17.
In Victoria: $32.
In South Australia: $55.
The disciplines included as strands in the
Arts Key Learning Area in the second
phase of the Australian national cur-
riculum: dance, drama, media arts,
music and visual arts.
B enefits for students whose learni ng is
embedded in the arts, over students
whose learning is not: better g rades
and overall test scores, higher levels of
engagement, i mproved self-concept,
improved attendance rates.
Areas of concern voiced by the National
Advocacy for Arts and Education: lack
of ma ndated representation of the arts
across the K–12 curriculum, inadequate
pre - and in-s ervice teacher education
and professional learning in the arts,
and inadequate resou rcing , teaching
standards and research.
Source: Ewing, R. (2011). The arts and Australian
Education: Realising potential. Australian Education
Review 58. Melbourne: Australian Council for
Educational Research. Available at http://research.
1. What is the name of David Hopkins’
and Wayne Craig’s model for school
2. Who looked after Odysseus’s son
Telemachus during the Trojan war?
3. According to Catherine Scott, is intel-
ligence fixed at birth or changeable
4. According to Veronica Harris, can
creativity be planned for a nd assessed?
5. What form of construction does Paul
Bailey suggest is best for schools that
need purpose-built classrooms , a nd
what are the benefits?
6. What is the name of the program
that places architects in schools to
teach prima ry school students about
sustainable design through building
7. What can schools do to reduce the
risk of pain, injury and poor posture
in students who spend a lot of time on
8. What new research project looks at
the use of grants in schools?
9. In what country is the Hamilton and
Alexa nd ra College’s partner school?
10. When is Autism Awareness Month?
Answers: 1. Powerful learning; 2. Mentor; 3. changeableover time, influenced by experience andlearning; 4. yes; 5. modular construc-
tion, which is economical, can be tailored to meet specific needs, is environmentally sustainable, and can be completed quickly with
minimal disruption to classes; 6. Eco-Cubby; 7. use furniture and equipment designed for children, set up workstations correctly,
encourage students to take regular breaks and act when students complain of pain or discomfort; 8. Leading Learning in Education
and Philanthropy; 9. China; 10. April.
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