Schools Go Woke – Parents Go to Home-Schooling

In five years there’s been a 111% increase in parents choosing to home-school their children. Despite an overwhelming amount of evidence, the Australian Curriculum, Assessment and Reporting Authority (ACARA) says there’s no problem with woke or politically biased content in the curriculum.

Our children are suffering from these authorities who are telling the education system to lose their focus on the basics like literacy and numeracy. It’s a simple problem to fix, but we can’t begin until people acknowledge the problem exists.

Transcript

Senator ROBERTS: Thank you for attending today. Between 2003 and 2015, national averages in mathematics declined 26.7 points. That’s 5.1 per cent. As of today, almost 50 per cent of Australian students in year 10 are failing science literacy tests. Around 30 per cent of students are not making sufficient progress in both literacy and numeracy, falling short of the NAPLAN proficiency benchmark. In the average classroom, eight out of 24 students—that’s one-third—cannot read at the expected grade level, lacking proficiency. Would you agree that improving literacy and numeracy should be the No. 1 priority of the agency?

Mr Gniel: Just to be clear, I think you’re quoting from some PISA reports there, from between 2003 and 2015—just so I know the reference point for that.

Senator ROBERTS: Normally I’m provided with it, but I don’t have it.

Mr Gniel: That’s alright.

Senator ROBERTS: They’re pretty startling figures.

Mr Gniel: Yes, and to 2015, which was a while ago now. There has been some movement. That’s why I’m asking whether those are PISA results. I think we’re all well aware, as I said previously to Senator Henderson, that there continue to be areas of challenge. You’ve mentioned two there. Of course, literacy and numeracy are the foundation for knowledge acquisition across the curriculum, and they are incredibly important, as you say. As to whether they are the only ones, I would say no, particularly in this day and age. They provide the foundational skills. I think it was in the Shergold review that there was an argument that digital literacy was becoming a third foundational component. That is something that we all need to consider—that the foundations are expanding in terms of what we want our children to learn and understand to engage with society at large at the moment. Part of our challenge is how we support those students with the broader range of skills that they will need in the future, whilst ensuring they have the foundational skills that they will need to support all of that for their entire lives. Just to be clear, yes, literacy and numeracy are foundational skills that are of utmost importance.

Senator ROBERTS: That’s pleasing to hear. Are you aware of any political bias in the educational system or the national curriculum?

Mr Gniel: No. Political bias—I think you’d probably need to give me an example.

Senator ROBERTS: I’ll give you some examples in the next couple of questions. In 2005 the Australian Education Union president, Pat Byrne, spoke about the union’s success in influencing curriculums in the educational sector. She said: We have succeeded in influencing curriculum development … The conservatives have a lot of work to do to undo the progressive curriculum. Are you denying there has been any influence on curriculum development by political partisans? They seem to be taking credit for it.

Mr Gniel: The ministers across the country approve the Australian curriculum, so I think that probably answers your question. You’d have to talk to them about the factors that go into their mind. ACARA provides advice on the curriculum content through extensive consultation and work with experts about what should be the content.

Senator ROBERTS: Do you do research into what could be happening in the curriculum, in the implementation?

Mr Gniel: Yes. That’s part of our remit.

Senator ROBERTS: That’s good. I’ll quote from an article in the Australian from September 2023, ‘Universities deliver “woke” degrees to trainee teachers who demand more practical training’. It says: … lecturers have critiqued the “social and political content” of the Australian Curriculum, mandated by the nation’s education ministers—presumably states—for teaching children from primary through to year 10. A lecture slide notes, “we aren’t even doing a very good job”, tallying up 19 references to social justice, Aboriginal rights, invasion, colonisation, the Stolen Generation, assimilation, social justice and racism. It doesn’t sound like we’re focusing solely on literacy and numeracy; it sounds like we’re getting a lot of distractions that people can make up for in their own interest.

Mr Gniel: I think the curriculum has eight key learning areas already. Of course, mathematics and English are in there. Literacy and numeracy are part of the general capabilities, which, as you would understand, are across all of those eight key areas. You need literacy and numeracy skills to engage with science.

Senator ROBERTS: And even for digital?

Mr Gniel: Correct. Digital is one of those general capabilities as well. Part of the challenge is the breadth of the curriculum and what we’re asking our children to learn. The foundation is literacy and numeracy, but that is insufficient. It needs to be much broader than that. We talk a lot about knowledge acquisition. You’ve heard Dr Donovan here today talk about the best way to do that—the research that’s being done on cognitive load theory and how we get students to learn and understand the content we expect of them through the Australian curriculum.  You’re right: it isn’t just about English and maths; it’s much broader than that. I don’t think anyone would disagree that we need science and digital, as you’ve been talking about. This committee has also asked me previously about behaviour. We do expect teachers to teach personal and social capabilities as part of the curriculum as well. These are important building blocks to pull all of that together, so when they leave school they can work in and contribute to society, a society that is ever-changing.

Senator ROBERTS: What makes us unique as a species—maybe dolphins have it—is numeracy and certainly language, except maybe dolphins and whales. We have sophisticated language, and it seems like numeracy and literacy are playing second fiddle to many other things that are just being shoved into a woke agenda, as that teacher said. In just five years, between 2018 and 2023, Australia has recorded a 111 per cent increase in homeschool registrations. Do you take any responsibility for setting the curriculum that’s driving that shift? In other words, what I’ve heard, anecdotally, from many people in different states is that children came home during COVID lockdowns and they followed a curriculum. Parents were absolutely shocked and said, ‘You’re not going back to normal school. You’re staying homeschooled.’ I know a lot of people are homeschooling their children because of that. They’re not happy with the curriculum at all.

Mr Gniel: It’s not really something I can comment on. We set the Australian curriculum and then, in terms of the states and territories and the individual school systems, they regulate homeschooling. If there’s evidence out there that you’re talking about—I understand that you’re saying it’s anecdotal evidence.

Senator ROBERTS: The 111 per cent is measured, the increase in homeschooling.

Mr Gniel: Sure, but—

Senator ROBERTS: The driver I’m talking about is anecdotal.

Mr Gniel: That’s right. I’m not aware of any research that’s saying the driver is curriculum. I accept that that’s what you’ve heard.

Senator ROBERTS: It might be the states’ interpretation or implementation of the curriculum. I don’t know.

Mr Gniel: Potentially. Yes, that’s right. I guess that’s why it’s hard for me to comment; I don’t have that information.

Senator ROBERTS: Is there any interest from ACARA to go and research that? What do you do research on? Do you research with parents about their satisfaction or otherwise with the curriculum?

Mr Gniel: As part of our work, when we reviewed the curriculum, for instance, there was a public review of that. We took all of that into account when we provided that reviewed curriculum to ministers. So, yes, there’s a forum for the public to contribute to that process.

Senator ROBERTS: A forum but no formal research, apart from a forum that’s one-off when you do a review?

Mr Gniel: They’re an incredibly important stakeholder group, of course.

Senator ROBERTS: Parents? Absolutely.

Mr Gniel: I met with parents associations a couple of weeks ago, and whenever I go to different states and territories I also meet with the local parents associations. That’s across the sectors of government schools, Catholic and independent as well, so I get feedback from them. One of the things I mentioned in my opening statement was the translation of some of that information into other languages. That specifically came from parent groups saying, ‘It’s really important that we have information that’s accessible to all parents, including those where English is a second language.’