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From this year, the Australian government will expect states to meet clearly-defined standards for school performance, under the new Better and Fairer Schools Agreement aimed at optimising educational outcomes.
Under the arrangement, states will need to agree targets for the proportion of students who are proficient in literacy and numeracy – capabilities which are widely considered the gateway to the broader curriculum.
But while the emphasis on these foundational elements may be uncontroversial, debate around how these new targets will be met is rife, according to Prof David de Carvalho, former CEO of the Australian Curriculum, Assessment and Reporting Authority.
de Carvalho – who now works for the University of Notre Dame Australia – believes many arguments about teaching hinge on “false dichotomies”, and that progress will involve a move away from binary thinking.
Ahead of The Sydney Morning Herald School Summit, de Carvalho gives his take on three key points of contention.
False dichotomy #1 – Skills versus knowledge
The extent to which the curriculum should be knowledge- versus skills-based has polarised policymakers, teachers, and parents.
However, de Carvalho says the dichotomy is unnecessary, with both attributes intertwining, and required in equal measure.
“The debate has been quite divisive, with people picking sides. In actual fact, it is impossible to develop capabilities such as critical thinking without the necessary background disciplinary knowledge. Nor can you acquire meaningful knowledge, without developing the capabilities needed to make progress in that discipline.”
To illustrate his point, de Carvalho turns to the sciences.
“When you acquire scientific knowledge, it is not just factual information. You are also introduced to the scientific method, data analysis and collection, hypothesis forming and testing. You need to ask relevant questions about sources of data and evaluate contradicting evidence before making a decision on whether a hypothesis is correct.
“Likewise, it is a fallacy to assume you can have those critical thinking skills without background knowledge of your discipline. An engineering student could think critically about engineering, for example, but might struggle to do the same for economics. So really, the two things go hand in hand.”
The solution, de Carvalho argues, is to develop skills and knowledge together and move away from arguments that one is more valuable than the other.
“Let’s end the debate on skills versus knowledge and focus on honing both elements,” he said.
False dichotomy #2 – Direct instruction versus dialogic approaches to teaching
While the latest Australian curriculum now better reflects this line of reasoning, debate continues on how the curriculum should be delivered.
The ‘direct versus dialogic’ teaching controversy has been equally polarising, de Carvalho said, when in reality, a combination of both is key.
“It is sometimes claimed that teachers are divided into two camps – those that rely solely on “direct instruction” versus those who just use “inquiry-based” approaches.
“Actually, these are complementary approaches that teachers should be able to combine, depending on the lesson goal and who is in front of them.
“Teachers don’t need to pick a camp, but they need to know different pedagogical approaches, when and how to apply them.”
Achieving the right blend in these two teaching styles is particularly important in early childhood education, de Carvalho argued.
“Early on in school life, students will benefit more from direct instruction. At the same time, this age groups tends to be extremely curious and inquisitive. So good teachers will deliver factual information in a way that fosters curiosity.”
False dichotomy #3 – Teaching is an art versus science
de Carvalho says getting this balance right is the “real art of teaching” – but, to a growing body of professionals, it is science not art that will propel the education system forward.
“There has been a lot of talk about science of learning – and I agree this is very important,” he said.
“Educators need to know how the brain works, and the best techniques for transferring information from short term to long term memory.
“But to me, the science of learning is like any other body of useful knowledge. It needs to be applied wisely within the broad scope of educational enterprise – and this application is where the art comes in.”
To develop artistry in teaching, de Carvalho says teachers need two key ingredients.
“Firstly, they need to acquire the knowledge about how the brain learns, retains and masters information. It’s no different to a musician learning their scales,” he said.
Secondly, they need flexibility to use more spontaneous, less mechanistic approaches in the classroom.
“It’s a bit like fly-fishing. You want your students to grasp key insights, just like a fly-fisher wants the salmon to bite. But you can’t always use the same lure – there are different approaches needed for different situations.”
Join the debate
Professor de Carvalho will lead discussions at The Sydney Morning Herald School Summit on March 5, 2025 at the ICC Sydney, where government, school leaders and industry will debate the best foot forward for education.
Key topics include:
– Belonging
– Disadvantage
– AI
– Explicit teaching
– Workforce challenges
– Professional development
– High potential and gifted education
– School improvement
Joining de Carvalho on the stage are speakers such as, The Hon Prue Car MP, Deputy Premier and Minister for Education and Early Childhood Learning; Paul Martin, CEO, NESA; Stephen Gniel, CEO, Australian Curriculum Assessment and Reporting Authority; and Murat Dizdar PSM, Secretary, NSW Department of Education.
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