Definition: Course of study.

Issues:

• Content. The framework I operate under is the Victorian Essential Learning Standards (VELS). As a Performing Arts teacher there are certain practical components that require students to perform and apply their knowledge. Digital resources can be most helpful but I am not proposing that they comprise the entirety of any curriculum. An even more obvious example of this would be in Physical Education where skills and fitness require actual practice and not just knowledge.

• Depth. There are differences of opinion in matters of curriculum as to whether students should be exposed to a wide variety of disciplines or develop a deeper understanding in fewer areas. I would argue for a deeper understanding. In the case of music it is better to become proficient on one instrument and dabble on a range of others than to be a "Jack of all trades and a master of none". Proficiency on one instrument directly increases a musician's confidence and also implies that similar achievement could be attained on another instrument if it became the focus of further study. A deep understanding in one area provides a framework for interpreting other areas. This ability to interpret others areas is a higher level of thinking in itself.

• Sequence. Jenkins (1) raises the issue of sequence by citing some advice from Dr Deming to give students all of the required information at the start of the Semester. There are pros and cons to this as some knowledge is hierarchical requiring a foundation in certain areas before other concepts can be learnt. The non-linear layout of my thesis allows the user to follow their interest but this has always been possible through traditional textbooks as the reader can open the book at any page. Giving students course guidelines is helpful as it shows them where the learning is headed and provides people with the opportunity to move ahead at their own pace.

Recommendation: Organise digital menu systems. There is more information available today than ever before. An important emphasis on information is on discerning what is important and how to classify and organise information. The main advantage of organising digital menu systems (such as the menu page) is that information isn't lost or forgotten.

As various technologies and file formats emerge, the basic digital layout of web pages allows this information to be accessed in increasingly sophisticated ways. I am suggesting that schools organise their curriculum information electronically and access it through an Intranet. This could easily be shared over the Internet but most schools would want to control access to it.

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(1) Jenkins (2003:37)

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