Debate about child-centred as distinct from knowledge-centred approaches to curriculum can distract from the reality ----- both provide essential perspectives and should not be viewed as alternatives.

We believe that curriculum should focus on powerful knowledge. Schools are responsible not only for getting students into higher education but preparing them to get on once there. Powerful knowledge requires schools to give students access to new tools for thinking about the world, not easily learnt from their own experience. The academic disciplines provide the foundation for this, and at REA we are concerned with supporting the development and application of deep understanding to real-world problems.

The demands of living and working in the contemporary world, characterised by uncertainty,


rapid change and technological innovation,

need to be reflected in a school’s educational approach.

Factual knowledge is in abundance and freely available. The ability to process and apply knowledge effectively and wisely is now critical. Learners need to become problem solvers, able to interact with subject content in critical and innovative ways.

REA students are inquisitive and actively engaged, able to shift easily between independent study and collaborative enquiry. Additionally, the acquisition and implementation of ICT skills to access, process, evaluate, communicate and share knowledge and understanding are considered fundamental learning competencies.