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Piaget's developmental stages
Piaget's developmental stages
How curriculum theories and models support curriculum developments
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The ACARA is a curriculum document that is collaborated with Government, and stakeholders. It is responsible for the overall development and processing of the curriculum throughout Australia, Providing a set of instruction guidelines for each state and territory.
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.
Phase one: 2008-20...
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...d assessment authority (2011) Australian curriculum retrieved from www.australiancurriculum.edu.au/foundation
Wiles, J. (2005). Curriculum Essentials: A Resource for Educators. (2nd Ed.). USA: Pearson Education.
Early Years Curriculum Guidelines document: app1 retrieved from www.qsa.qld.edu.au/downloads/early_middles/ey_cg_06.pdf.
Brady,L. & Kennedy, K. (2008). Curriculum Construction. (4th Ed.). Frenchs Forest: Pearson Australia.
Piaget’s developmental theory retrieved from www.learningandteaching.info/learn/piaget.htm
Atherton, J. S. (2011) Teaching and Learning. Retrieved from http://www.learningandteaching.info/teaching/contents.htm
on Australia.
Piaget’s developmental theory retrieved from www.learningandteaching.info/learn/piaget.htm
Atherton, J. S. (2011) Teaching and Learning. Retrieved from http://www.learningandteaching.info/teaching/contents.htm
The Australian Curriculum is organised in a few different ways. There are two main design elements, Curriculum content (what the teacher is to teach) and Achievement standards (what the student is to learn). There is also Reporting Framework which incorporates elements of both areas. These elements were designed to provide guidelines as to what would be included in the Australian Curriculum. The Curriculum Content is organised into categories (strands), and are presented with descriptions to report and describe what is to be taught at each year level. Together, these descriptions form the scope and sequence across all covered years of schooling (Foundation to Year Ten). The areas of study covered in each year build upon the previou...
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’
The first Australian Professional Teaching Standard is ‘Know students and how they learn’(AITSL, 2011). Understanding how students learn is a significant component of effective teaching (1.2 AITSL, 2011). Furthermore, effective teachers require an understanding of students physical, social and intellectual development and characteristics (1.1 AITSL, 2011). In addition, APST Standards require teachers to demonstrate both content and pedagogical knowledge through lesson plans (2.1 AITSL, 2011) with the curriculum content being structured and sequenced to facilitate effective learning (2.2 AITSL, 2011). However, it is also critical to have a repertoire of teaching strategies which are responsive to a diverse range of student backgrounds, including linguistic, cultural, religious, and socioeconomic (1.3 AITSL, 2011). An effective learning, in accordance with The Australian Curriculum and Assessment Reporting Authority, provides learners with general capabilities (knowledge, skills, behaviours and characteristics) and include understanding of Aboriginal and Torres Strait Island students learning needs and incorporate differentiated teaching methods to meet the needs of specific
Consequently, this means all types virtual backpacks, cultural capital, socioeconomic status and other factors need to be valued. Part of value adding is getting the community involved. A multicultural café event was set up at a small school in Sydney that has a high socioeconomic status and a small amount of students with a language background other than English (LBOTE), this was woven into the curriculum over two terms (Ferfolja, 2015). What they found was that the students participated enthusiastically, however very few parents of the LBOTE students attended and some of the cafés were not accurate. As education changes in line with social justice when curriculum, pedagogy and assessment is altered there can be unfavorable effects too. Australia had schemes to promote the education outcomes of girls and consequently these changes in curriculum and the assessment process have been viewed as too successful by some and policy has consequently shifted to boys educational outcomes (Marks, 2009). Curriculum changes can be a long process, however necessary as some children find the curriculum problematic. The Australian curriculum can be seen as linguistically foreign, culturally insensitive or inappropriate for Indigenous (Aboriginal and Torres Strait Islander people) children who are in school (Kenyon, Sercombe, Black, & Lhuede, 2001). As indigenous children are a part of the least privileged and significantly disadvantaged group in Australia (C. Mills & Gale, 2010), social justice is failing educating those students. The Australia curriculum, which has been accessible since 2010, declares that it is committed to a curriculum that promotes excellence and equity in education in addition to teachers using the curriculum to assist in physical, social and aesthetic needs of all students amongst other factors (Australian Curriculum,
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.
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...
The implementation of policy and legislation related to inclusive education, thus being a focus on the diversity and difference in our society (Ashman & Elkins, 2009), would have vast implications on the way society views that which is different to the accepted “norm”.
The Australian Curriculum, Assessment and Reporting Authority (ACARA) manages NAPLAN tests, the My School website publishes the results four months after completion and the numeracy NAPLAN test does not require students to write or explain the strategies used or how they developed an answer (Johnson, 2016: Perso, 2009). The NAPLAN test is problematic and “wicked” in many ways because it provides no evidence, instruction or pathway how to improve student outcomes, how to track student growth from test to test and does not demonstrate student's problem solving or thinking skills Johnson, (2016, p. 19). In 2018, the numeracy NAPLAN test is moving online as a replacement of paper based NAPLAN testing and according to the National Assessment Program (2016) it will provide better
According to the Australian Curriculum website, ACARA acknowledges
Teachers must ensure they provide for students learning needs in ways that relates to students interests and cultural backgrounds. If this is not instilled in our teachers and curriculum, not all children will succeed in the classroom and achieve the educational outcomes set out for them. The Australian Curriculum (2018) has recognised the need for catering to students needs by embedding the Cross Curricular Priorities of Aboriginal and Torres Strait Islander Histories and Cultures, Asia and Australia’s Engagement with Asia embedded in the curriculum standards. Furthermore, the importance of inclusion and meeting individual needs is paramount to quality teaching and learning. Every child learns and understands differently, as well as coming from different social and cultural environments and thus, presenting different challenges to overcome.
Students have great amounts of knowledge available to them at fast speeds, and they consume, produce and communicate that information in ways which require specific skills. The Australian Curriculum seeks to ensure each student develops skills in communication, collaboration, research, critical and creative thinking, metacognition, motivation, self-efficacy, conscientiousness, perseverance and problem-solving (New South Wales Department of Education [NSWDoE], 2017, p. 3). The Australian Curriculum also incorporates the development of general capabilities, linked to learning areas and subjects, to complement student’s acquisition of the above skills. These general capabilities include literacy, numeracy, information and communication technology competence, critical and creative thinking, ethical behaviour, personal and social competence and intercultural understanding (Australian Curriculum Assessment and Reporting Authority [ACARA],
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.
Culture. The very essence of oneself and the preserving force behind the past and present identity of all people has and continues to play a significant role in the way education has developed. As a country, New Zealand is represented by a multitude of cultures and ethnicities, however it can be argued that the New Zealand education system appears to exclusively encompass Pākehā culture whilst undermining and foregoing others. To definitively say that many, if not all teachers are inextricably locked into reproducing Pākehā culture we must look at our history and see whether given the origins of education, they are capable of doing otherwise.