National Goals

SCHOOLING SHOULD DEVELOP FULLY THE TALENTS AND CAPACITIES OF ALL STUDENTS. IN PARTICULAR WHEN STUDENTS LEAVE SCHOOL THEY SHOULD:

HAVE THE CAPACITY FOR, AND SKILLS IN, ANALYSIS AND PROBLEM SOLVING AND THE ABILITY TO COMMUNICATE IDEAS AND INFORMATION, TO PLAN AND ORGANISE ACTIVITIES AND TO COLLABORATE WITH OTHERS
HAVE THE QUALITIES OF SELF-CONFIDENCE, OPTIMISM, HIGH SELF-ESTEEM, AND A COMMITMENT TO PERSONAL EXCELLENCE AS A BASIS FOR THEIR POTENTAIL LIFE ROLES AS FAMILY, COMMUNITY AND WORKFORCE MEMBERS
HAVE THE CAPACITY TO EXERCISE JUDGEMENT AND RESPONSIBILITY IN MATTER OF MORALITY, ETHICS AND SOCIAL JUSTICE, AND THE CAPACITY TO MAKE SENSE OF THEIR WORLD, TO THINK ABOUT HOW THINGS GOT TO BE THE WAY THEY ARE, TO MAKE RATIONAL AND INFORMED DECISIONS ABOUT THEIR OWN LIVES AND TO ACCEPT RESPONSIBILITY FOR THEIR OWN ACTIONS
BE ACTIVE AND INFORMED CITIZENS WITH AN UNDERSTANDING AND APPRECIATION OF AUSTRALIA'S SYSTEM OF GOVERNMENT AND CIVIC LIFE
HAVE EMPLOYMENT RELATED SKILLS AND AN UNDERSTANDING OF THE WORK ENVIRONMENT, CAREER OPTIONS AND PATHWAYS AS A FOUNDATION FOR, AND POSITIVE ATTITUDES TOWARDS, VOCATIONAL EDUCATION AND TRAINING, FURTHER EDUCATION, EMPLOYMENT AND LIFE-LONG LEARNING
BE CONFIDENT, CREATIVE AND PRODUCTIVE USERS OF NEW TECHNOLOGIES, PARTICULARLY INFORMATION AND COMMUNICATION TECHNOLOGIES AND UNDERSTAND THE IMPACT OF THOSE TECHNOLOGIES ON SOCIETY
HAVE AN UNDERSTANDING OF, AND CONCERN FOR, STEWARDSHIP OF THE NATURAL ENVIRONMENT, AND THE KNOWLEDGE AND SKILLS TO CONTRIBUTE TO ECOLOGICALLY SUSTAINABLE DEVELOPMENT
HAVE THE KNOWLEDGE, SKILLS AND ATTITUDES NECESSARY TO ESTABLISH AND MAINTAIN A HEALTHY LIFESTYLE, AND FOR THE CREATIVE AND SATISFYING USE OF LEISURE TIME

IN TERMS OF CURRICULUM STUDENTS SHOULD HAVE:

ATTAINED HIGH STANDARDS OF KNOWLEDGE, SKILLS AND UNDERSTANDING THROUGH A COMPREHENSIVE AND BALANCED CURRICULUM IN THE COMPULSORY YEARS OF SCHOOLING ENCOMPASSING THE AGREED EIGHT KEY LEARNING AREAS:
THE ARTS, ENGLISH, HEALTH AND PHYSICAL EDUCATION, MATHEMATICS, SCIENCE, TECHNOLOGY, LANGUAGES OTHER THAN ENGLISH AND THE STUDIES OF SOCIETY AND ENVIRONMENT
ATTAINED SKILLS OF NUMERACY AND ENGLISH LITERACY; SUCH THAT, EVERY STUDENT SHOULD BE NUMERATE, ABLE TO READ, WRITE, SPELL AND COMMUNICATE AT AN APPROPRIATE LEVEL
PARTICIPATED IN PROGRAMS OF VOCATIONAL LEARNING DURING THE COMPULSORY YEARS AND HAVE HAD ACCESS TO VOCATIONAL EDUCATION AND TRAINING PROGRAMS AS PART OF THEIR SENIOR SECONDARY STUDIES
PARTICIPATED IN PROGRAMS AND ACTIVITIES WHICH FOSTER AND DEVELOP ENTERPRISE SKILLS, INCLUDING THOSE SKILLS WHICH WILL ALLOW THEM MAXIMUM FLEXIBILITY AND ADAPTABILITY IN THE FUTURE

SCHOOLING SHOULD BE SOCIALLY JUST, SO THAT:

STUDENTS' OUTCOMES FROM SCHOOLING ARE FREE FROM THE EFFECTS OF NEGATIVE FORMS OF DISCRIMINATION BASED ON SEX, LANGUAGE, CULTURE AND ETHNICITY, RELIGION OR DISABILITY; AND OF DIFFERENCES ARISING FROM STUDENTS' SOCIO-ECONOMIC BACKGROUND OR GEOGRAPHIC LOCATION
THE LEARNING OUTCOMES OF EDUCATIONALLY DISAVANTAGED STUDENTS IMPROVE AND, OVER TIME, MATCH THOSE OF OTHER STUDENTS
ABORIGINAL AND TORRES STRAIGHT ISLANDER STUDENTS HAVE EQUITABLE ACCESS TO, AND OPPORTUNITIES IN, SCHOOLING SO THAT THEIR LEARNING OUTCOMES IMPROVE AND, OVER TIME, MATCH THOSE OF OTHER STUDENTS
ALL STUDENTS UNDERSTAND AND ACKNOWLEDGE THE VALUE OF ABORIGINAL AND TORRES STRAIGHT ISLANDER CULTURES TO AUSTRALIAN SOCIETY AND POSSESS THE KNOWLEDGE, SKILLS AND UNDERSTANDING TO CONTRIBUTE TO AND BENEFIT FROM, RECONCILIATION BETWEEN INDIGENOUS AND NON-INDIGENOUS AUSTRALIANS
ALL STUDENTS UNDERSTAND AND ACKNOWLEDGE THE VALUE OF CULTURAL AND LINGUISTIC DIVERSITY, AND POSSESS THE KNOWLEDGE, SKILLS AND UNDERSTANDING TO CONTRIBUTE TO, AND BENEFIT FROM, SUCH DIVERSITY IN THE AUSTRALIAN COMMUNITY AND INTERNATIONALLY
ALL STUDENTS HAVE ACCESS TO THE HIGH QUALITY EDUCATION NECESSARY TO ENABLE THE COMPLETION OF SCHOOL EDUCATION TO YEAR 12 OR ITS VOCATIONAL EQUIVALENT AND THAT PROVIDES CLEAR AND RECOGNISED PARTHWAYS TO EMPLOYMENT AND FURTHER EDUCATION AND TRAINING.

THE 1999 ADELAIDE DECLARATION OF THE NATIONAL GOALS FOR SCHOOLING

THE GOALS OF SCHOOLING

SCHOOLING SHOULD DEVELOP FULLY THE TALENTS AND CAPACITIES OF ALL STUDENTS. IN PARTICULAR WHEN STUDENTS LEAVE SCHOOL THEY SHOULD:

HAVE THE CAPACITY FOR, AND SKILLS IN, ANALYSIS AND PROBLEM SOLVING AND THE ABILITY TO COMMUNICATE IDEAS AND INFORMATION, TO PLAN AND ORGANISE ACTIVITIES AND TO COLLABORATE WITH OTHERS

HAVE THE QUALITIES OF SELF-CONFIDENCE, OPTIMISM, HIGH SELF-ESTEEM, AND A COMMITMENT TO PERSONAL EXCELLENCE AS A BASIS FOR THEIR POTENTAIL LIFE ROLES AS FAMILY, COMMUNITY AND WORKFORCE MEMBERS

BE ACTIVE AND INFORMED CITIZENS WITH AN UNDERSTANDING AND APPRECIATION OF AUSTRALIA'S SYSTEM OF GOVERNMENT AND CIVIC LIFE

HAVE EMPLOYMENT RELATED SKILLS AND AN UNDERSTANDING OF THE WORK ENVIRONMENT, CAREER OPTIONS AND PATHWAYS AS A FOUNDATION FOR, AND POSITIVE ATTITUDES TOWARDS, VOCATIONAL EDUCATION AND TRAINING, FURTHER EDUCATION, EMPLOYMENT AND LIFE-LONG LEARNING

BE CONFIDENT, CREATIVE AND PRODUCTIVE USERS OF NEW TECHNOLOGIES, PARTICULARLY INFORMATION AND COMMUNICATION TECHNOLOGIES AND UNDERSTAND THE IMPACT OF THOSE TECHNOLOGIES ON SOCIETY

HAVE AN UNDERSTANDING OF, AND CONCERN FOR, STEWARDSHIP OF THE NATURAL ENVIRONMENT, AND THE KNOWLEDGE AND SKILLS TO CONTRIBUTE TO ECOLOGICALLY SUSTAINABLE DEVELOPMENT

HAVE THE KNOWLEDGE, SKILLS AND ATTITUDES NECESSARY TO ESTABLISH AND MAINTAIN A HEALTHY LIFESTYLE, AND FOR THE CREATIVE AND SATISFYING USE OF LEISURE TIME

IN TERMS OF CURRICULUM STUDENTS SHOULD HAVE:

ATTAINED SKILLS OF NUMERACY AND ENGLISH LITERACY; SUCH THAT, EVERY STUDENT SHOULD BE NUMERATE, ABLE TO READ, WRITE, SPELL AND COMMUNICATE AT AN APPROPRIATE LEVEL

PARTICIPATED IN PROGRAMS OF VOCATIONAL LEARNING DURING THE COMPULSORY YEARS AND HAVE HAD ACCESS TO VOCATIONAL EDUCATION AND TRAINING PROGRAMS AS PART OF THEIR SENIOR SECONDARY STUDIES

PARTICIPATED IN PROGRAMS AND ACTIVITIES WHICH FOSTER AND DEVELOP ENTERPRISE SKILLS, INCLUDING THOSE SKILLS WHICH WILL ALLOW THEM MAXIMUM FLEXIBILITY AND ADAPTABILITY IN THE FUTURE

SCHOOLING SHOULD BE SOCIALLY JUST, SO THAT:

STUDENTS' OUTCOMES FROM SCHOOLING ARE FREE FROM THE EFFECTS OF NEGATIVE FORMS OF DISCRIMINATION BASED ON SEX, LANGUAGE, CULTURE AND ETHNICITY, RELIGION OR DISABILITY; AND OF DIFFERENCES ARISING FROM STUDENTS' SOCIO-ECONOMIC BACKGROUND OR GEOGRAPHIC LOCATION

THE LEARNING OUTCOMES OF EDUCATIONALLY DISAVANTAGED STUDENTS IMPROVE AND, OVER TIME, MATCH THOSE OF OTHER STUDENTS

ABORIGINAL AND TORRES STRAIGHT ISLANDER STUDENTS HAVE EQUITABLE ACCESS TO, AND OPPORTUNITIES IN, SCHOOLING SO THAT THEIR LEARNING OUTCOMES IMPROVE AND, OVER TIME, MATCH THOSE OF OTHER STUDENTS

ALL STUDENTS UNDERSTAND AND ACKNOWLEDGE THE VALUE OF ABORIGINAL AND TORRES STRAIGHT ISLANDER CULTURES TO AUSTRALIAN SOCIETY AND POSSESS THE KNOWLEDGE, SKILLS AND UNDERSTANDING TO CONTRIBUTE TO AND BENEFIT FROM, RECONCILIATION BETWEEN INDIGENOUS AND NON-INDIGENOUS AUSTRALIANS

ALL STUDENTS UNDERSTAND AND ACKNOWLEDGE THE VALUE OF CULTURAL AND LINGUISTIC DIVERSITY, AND POSSESS THE KNOWLEDGE, SKILLS AND UNDERSTANDING TO CONTRIBUTE TO, AND BENEFIT FROM, SUCH DIVERSITY IN THE AUSTRALIAN COMMUNITY AND INTERNATIONALLY

ALL STUDENTS HAVE ACCESS TO THE HIGH QUALITY EDUCATION NECESSARY TO ENABLE THE COMPLETION OF SCHOOL EDUCATION TO YEAR 12 OR ITS VOCATIONAL EQUIVALENT AND THAT PROVIDES CLEAR AND RECOGNISED PARTHWAYS TO EMPLOYMENT AND FURTHER EDUCATION AND TRAINING.