Discussion Overview
The discussion revolves around the compulsory nature of English as a subject in Years 11 and 12 in Australia, questioning its relevance and effectiveness compared to other subjects like Mathematics and Science. Participants explore the curriculum's focus on literary analysis versus practical language skills, and the implications for students pursuing careers in STEM fields.
Discussion Character
- Debate/contested
- Conceptual clarification
- Exploratory
Main Points Raised
- One participant expresses frustration that English focuses on literary analysis rather than practical skills like writing and grammar, questioning its necessity for future careers.
- Another participant contrasts the Australian system with the American education system, noting that multiple subjects are mandatory in the U.S., suggesting a lack of sympathy for the Australian perspective.
- A participant argues that clear communication is essential, implying that English skills will be needed in the future, despite the current curriculum's shortcomings.
- Concerns are raised about the grading system in English, where some students perform well despite poor writing skills, indicating a perceived decline in educational standards.
- One participant suggests that English classes should focus more on grammar and language rules rather than subjective interpretations of texts.
- Another participant reflects positively on their own English education, stating that it taught critical thinking and effective communication, contrasting with the experiences shared by others.
- There is a claim that compulsory education is inherently flawed, as true understanding comes from voluntary engagement with the material.
Areas of Agreement / Disagreement
Participants express a range of views on the effectiveness and necessity of the English curriculum, with no clear consensus. Some argue for a complete overhaul of the subject, while others defend its importance for developing critical skills.
Contextual Notes
Participants highlight various limitations in the current English syllabus, including a lack of focus on practical writing skills and the perceived irrelevance of literary analysis. There is also mention of differing educational standards and expectations between countries.
Who May Find This Useful
This discussion may be of interest to educators, students considering their subject choices, and individuals involved in curriculum development, particularly in the context of English education in high school.
