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The importance of curriculum planning
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The development of a national curriculum for Australia is not a new endeavour (Marsh, 2010). The ideal is that national curriculum across Australia would mean that students are provided with a quality education that helps to shape the lives of the nations citizens and continue developing the productivity and quality of life within Australia. The Australian Curriculum Assessment and Reporting Authority [ACARA] have the task of developing and implementing a nationwide curriculum. ACARA (n.d.-c) claims have addressed needs of young Australians while considering that changing ways in learning and challenges will continue to shape students education in the future. A look at what the Australian Curriculum is, its purpose, structure and scope, learning theories and teaching processes and whether the curriculum has the capacity to meet the needs of 21st century learners will show that the initial construction of a national curriculum appears to be successful. However, the effectiveness of the Australian Curriculum will only be able to be evaluated in the future after implementation across the country. Curriculum Defined Definitions for curriculum are many and varied. Broad sweeping statements claim that curriculum is what is taught in various subjects and the amount of time given to each. While a more specific view is that curriculum are performance objectives for students that focus on specific skills or knowledge (Marsh, 2010). Marsh (2010, p. 93) defines curriculum as “an interrelated set of plans and experiences” that are completed at school. The curriculum used in education can have various interpretations, it may refer to the curriculum as a plan that encompasses all the learning that is planned and directed by the school. Cu... ... middle of paper ... ...for Effective Standards-Based Instruction (Fifth ed.). Boston MA: Pearson Education Inc Prideaux, D. (2003). Curriculum design. BMJ : British Medical Journal, 326(7383), 268-270. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1125124/ Queensland Studies, A. (2009). Essential Learnings by year juncture. from http://www.qsa.qld.edu.au/7301.html Reid, A. (2005). Rethinking national curriculum collaboration: towards an Australian curriculum. Retrieved from http://www.dest.gov.au/NR/rdonlyres/662870A8-BA7B-4F23-BD08-DE99A7BFF41A/2650/report1.pdf. Shepard, L. A. (2000). The role of assessment in learning culture. Educational Researcher, 29(7), 4-14. Retrieved from http://www.ied.edu.hk/obl/files/The%20role%20of%20assessment%20in%20a%20learning%20culture.pdf Tyler, R. W. (1969). Basic Principles of Curriculum and Instruction: University Of Chicago Press.
The Australian Curriculum is fluid, ever-changing and highly politicised. There is constant debate surrounding what should, and should not be taught in Australian schools. The Humanities and Social Sciences (HASS) Curriculum in particular, has undergone dramatic changes over the last few years. This essay will critically analyse two provocations relating to the HASS 7-10 curriculum, and some of the surrounding issues that HASS teachers contend with on a day to day basis. The first provocation, the purpose of Civics and Citizenship teaching is to teach about democracy, not for democracy, will be examined in relation to opinions regarding left-wing bias in the Civics and Citizenship curriculum, and the idea that the course teaches too much ‘for’
In Australia, the Australian Curriculum and Reporting authority (ACARA) has developed national curriculum and guidelines to be adhered to by all educational entities and teachers from years K – 12.
Franklin Bobbitt in The Curriculum writes: ‘The central theory [of curriculum] is simple. Human life, however varied, consists in the performance of specific activities. Education that prepares for life is one that prepares definitely and adequately for these specific activities. People need the abilities, attitudes, habits, appreciations and forms of knowledge and these will be the objectives of the curriculum. The curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives.’ (Bobbit...
My definition of curriculum is; the subject matter, material resources, and real world skills taught, and presented to students within the worlds’ school systems.
On the other hand, Curriculum refers to the set of objectives, content, methodological approaches and assessment techniques that guide teaching and learning processes. In order to successfully develop it, not only the government but also schools, teachers, students, employers and parents must be involved in it (Education 2013, online).
Researchers (Morris & Hamm, 1976; Ellis, 2004; Beauchamp, 1982) assert in their research that although literature around curriculum theory provides definitions that are inconsistency, school districts, and scholars who emerge themselves in the study of curriculum reach some consensus on its definition. To that in, our initial research question stems from examining if The Oxford English Dictionary definition of curriculum proves sufficient in providing a detailed justification of the term or does it merely scratch the surface of age-old discussion about why is there such controversy centered around the variance in the meaning of curriculum theory? Having a Latin origin equaling that of a course or career, Ellis (2004) records The Oxford English Dictionary’s definition of curriculum as “a course: specifically, a regular course of study or training, as at a school or university,” (p.
Curriculum is the organized framework that explains the content that children are to learn, the processes through which children achieve the identified curricular goals, what teachers do to help children achieve these goals and the context in which teaching and learning occur. The best curriculum for early childhood teacher is developmentally appropriate curriculum that allows teachers to set-up an effective learning environment for children.
It can be seen on the Australian Curriculum website that the Health and Physical Education curriculum is organised into two content strands which are Personal, social and community health and Movement and physical activity. These can be seen to be interrelated to inform and support each other and must be taught from Foundation to Year 10. Each of these two strands contain content descriptors which have been organised under three sub strands. HPE lessons should provide students with opportunities to participate in regular physical activity on weekly bases as a minimum of the Australian Curriculum Guidelines. When developing the curriculum overview the curriculum framework encourages teachers to combine content descriptors from both sub stands
When reviewing the literature regarding the past, present and future of educational curriculum, several main points seem apparent, namely that curriculum is cyclical, that a dilemma or paradox exists, and that curriculum must be looked at with a sensitive view.
Flinders, D. J. (1997). My Pedagogic Creed. The curriculum studies reader (4th ed.). New York: Routledge.
The education system in Ireland has always been a considerable point of discord. It has been the focus of numerous debates and reforms. Many of these initiatives have been heralded as exemplary feats of innovation and reform in there early days and then rapidly seem to deteriorate over time. Even our success stories appear as isolated pockets of excellence are as likely to atrophy as to prosper (Fullan, 2001). The power to select and shape curriculum in Ireland has predominately rested in the hands of the privileged few. As a consequence of this the values and rationale underlining Irish curriculum have persistently lacked consultation, partnership and connectivity with the true drivers and targets of the initiatives. This has led to the repeated introduction of new reforms and the repeated failures of these reforms in the most vicious of cyclical processes. As we stand on the cusp a truly radical educational reform, this paper will outline how the NCCA are transcending past failures and resistance to change by sectoral interests to create an educational reform that will if politically and locally supported alter the fabric of the educational system and Irish society. This will be done by critically evaluating the importance of consultation/ partnership in successful reforms, the approach that the NCCA are taking and finally the values in these proposed changes and how they compare to the current school culture and curriculum.
Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.
A curriculum is a compilation of study materials that are used at all grade levels, classroom and homework assignments and a set of teacher guides. It could also include a list of prescribed methodology and guidelines of teaching and some material for the parents etc. It is generally determined by an external governing body. However, there are some cases where it may be developed by the schools and teachers themselves.
It is a document containing descriptions for teachers to work on lesson planning, assessment and reporting. It focuses on what is to be taught and what students are expected to learn from the curriculum, providing a basis for each state and territory to work from when putting together their educational programs etc. focuses on providing programs and information (links) etc to help promote education and development of students throughout. Parents, teachers, schools, and communities etc, have access to programs and links provided by the Australian curriculum in order to increase communication and encourage support from the parents and communities, while providing further assistance for students. There are also two key documents that represent as guides in the development of the Australian curriculum. These include Melbourne Declaration of Education Goals for Young Australians (2008) and Shape of the Australian Curriculum (2010). The Melbourne declaration forms a basis for which the Australian curriculum is guided. Involving diversity through cross curriculum perspectives, discusses outline, report writing and guidelines. The purpose is to layout the design of curriculum that underlines the importance of knowledge skills and cross – curriculum perspectives, while supporting the changing needs of the 21ST Century. However, the Shape of the Australian curriculum document acts as a foundational guideline for the ACARA in the development of three phases.
Often time’s curriculum is thought of as a set of rules and standards given to teachers to follow. However, more goes into a curriculum than just what meets perceived. Teachers are not just the vehicles from which a curriculum flows but in a sense, they embody it. There are four main different avenues in which curriculum is constructed. It’s constructed through government agencies, publishers, school systems, and teachers. It can be defined as “content, a set of specific educational plans, a changing series of planned learning experiences, or as everything that learners experience in school” (Van Brummelen, 20). A curriculum is strongly built behind a worldview. “A worldview is a comprehensive framework of basic convictions about life. Worldviews