has appeared in this morning's paper. I have no doubt that it does recognise the work of those students who appear on it.
Reading through the subject list however I am aware of how very, very different school is now. There are "subjects" on there which were unheard of when I was at school and even when my nephews and niece were at school. What on earth is "Activating Identities and Futures"? The explanation I found on the SACE website left me no wiser. There is something called "Business Innovation" and "Digitial Communication Solutions" along with "Industry and Entrepeneurial Solutions" and "Industry Connections A and B". There is "Integrated Learning A and B" and "Interdisciplinary Connections", "Material Solutions" and "Music Exploration", "Practical Connections", "Women's Studies" and "Workplace Practices".
I can only suppose that all these subjects, unheard of even ten years ago, have some sort of academic content.
We had no such choices when I was at school, indeed no choice at all in rural schools. If you were in the "academic" stream you did English, Mathematics 1, Mathematics 2, Physics, Chemistry, History, Geography and either Sewing (girls) or Woodwork (boys). There was no chance to do language. I did Latin as an extra subject but I did it by "correspondence" from the "Correspondence School" and had to cease doing it at the end of what is now year 10 (fourth form in the UK). Being absolutely hopeless at Sewing I also ended up doing "Art" (which was mostly Art History for me) also by correspondence. In the big city high schools there was a little bit more choice. You could do Latin or German and French. You could also Biology or Physiology in the Leaving year if you were science inclined. A few boys did Ancient Greek.
The world was a very different place then but is it really so different now? Are these subjects with their modern sounding names really as academically rigorous?
I have read a good many pieces of written work done by students in years eleven and twelve. There has been some good work, even very good work. Yes, some of the students have been working hard, even struggling. I cannot help them with mathematics apart from basic statistics. What they are being taught in English is very different - as is the manner of teaching it. I do not pretend to understand. I look for other things in their written work. Often I do not find it at the level I believe the best of them are capable of reaching. It is not expected of them. At the same time they know far more about things I had never heard of so I must accept they may not have had time to learn the things I believe are still important.
I make myself sit down and write this blog each morning because I believe I still need to do the daily exercise of putting thoughts on paper. When I tell the current teens about this they look at me in disbelief. Why would you write anything unless you absolutely had to do it? Perhaps that is why some of those strange sounding subjects are so popular. You no longer need to be able to put your ideas on to paper. There are other ways to get your message across - or are there?