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Australian national curriculum
Australian national curriculum
Curriculum delivery methods
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Introduction
From a Latin word for course, later to define course of syllabus, Curriculum is now a formal outline to assist teachers by providing the core structure to learning and it constitutes a wide and inclusive range of planned educational experiences. Recent times have shown an understanding of curriculum to be that it “represents the expression of educational ideas in practice” (Prideaux, 2003).
Delivery of one national curriculum was thought to be achievable in a country the size of Australia and would potentially prove to be a much better use of expert’s time by streamlining eight individual written state curricula covering, for the most part the same information, to one single and improved Australian curriculum (ACARA & McGaw, 2008).
The Australian curriculum clarifies what students need to learn and what teachers need to deliver in education. It is expected that while the curriculum provides the framework of education, individual schools can combine teaching experience, pedagogical strategies and knowledge of their school community to form a comprehensive learning experience for each individual student (ACARA, b, 2010). Subjects such as English, Science, Mathematics and History are covered in the curriculum with a general overview and set of aims along with an idea of how this works for year levels.
Updating and improving curriculum attends to the needs of each generation of learners in a world that perpetually changes. Australian curriculum covers traditional subjects in and addition strives to support 21st century learning and is available online to attest to this ideal. The Australian curriculum is yet to be developed to include a larger range of subjects as outlined in Melbourne Declaration on Educati...
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...riculum.edu.au/Curriculum/Overview
ACARA, b. (2010) The Shape of the Australian Curriculum, v2.0. Retrieved March 17, 2011,
from http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum.pdf
ACARA. (Publisher) & McGaw (Presenter). (2008, July 17). Welcome Address [Vodcast video
presentation]. Brisbane: Queensland Consultation Forum. Retrieved March 12, 2011,
from http://www.acara.edu.au/news_media/vodcasts.html
Hill, P. (2010). An Australian curriculum to promote 21st century learning. Retrieved March 16, 2011,
from http://www.eqa.edu.au/site/anaustraliancurriculumtopromote21stcentury.html
Prideaux, D. (2003). ABC of learning and teaching in medicine: Curriculum Design British Medical
Journal. Retrieved March 10, 2011, from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1125124/
http://en.wikipedia.org/wiki/Ralph_W._Tyler
The Australian Curriculum has been a 'long time coming', but its great that it is almost here now. The Australian Curriculum has been designed with some relation to Tyler and Skillbeck's models. It is suspected that theorists such as Piaget were also considered during the development. The Australian Curriculum relates to Piaget's stages of progression, with curriculum being designed for specific levels of maturation and development. With students of this generation, it was incredibly important that an updated, curriculum was to be designed so that it could facilitate the needs of the 21st century learners. This new generation of learners seem to be almost born with basic computer skills, so the ICT program has been completely redeveloped. The curriculum has also expanded to make way for Asian studies which will help students as they move into their careers. The Australian Curriculum has been developed to cover a broad range of topics, concerns and values that will be discussed throughout this paper.
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
Various Authors (2012) Oxford Big Ideas Australian Curriculum History 10, Oxford University Press, South Melbourne, Victoria
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.
Delivered online, the Australian curriculum is dynamic and easily updated. Moving away from hard copy has diminished the notion of a “static two-dimensional subject-centred curriculum.” (Hill, 2010, para.17). Users now have the capacity to search its multidimensional structure according to their needs (Hill, 2010), making it accessible and extremely user friendly.
Different theories present own opinion of the most effective way through curriculum models. ‘Curriculum models are approaches or procedures for implementing a curriculum’. (Wilson, 2009: 522) Commonly curriculum are described as product, process and praxis. While curriculum as a product depends on the objectives as the learning goals and the measured means, a process model focuses on learning and relationship between learner and teacher. Chosen curriculum model depends on teaching and assessment strategies in some cases determinate by awarding bodies, organisational constrains, funding body and political initiatives. The dominant modes of describing and managing education are today couched in the productive form. Objectives are set, a plan drawn up, then applied, and the outcomes (products) measured. It is a way of thinking about education that has grown in influence in the United Kingdom since the late 1970s with the rise of ‘vocationalism’ and the concern of competencies. In the late 1980s and the 1990s many of the debates about the National Curriculum for schools did not so much concern how the curriculum was thought about as to what its objectives and content might be. (Wilson, 2009)
...m while having freedom to choose how to teach it. This allows the curriculum to become more personable. Teachers currently associate curriculum with government mandates. They believe that curriculum is what they are told to teach instead of what is desired to learn. Curriculum in the educational setting, according to Pinar, is intended to be used to teach us to think intellectually, sensitively, and with courage to prepare us to be individuals committed to other individuals.
42,43). This is also evident in the Western Australian syllabus where School Curriculum and Standards Authority (2017), integrated four subjects, History, Geography, Civics and Citizenship, and Economics and Business, which help students to develop multifaceted expertise and understand the role that interrelationships play in the real world, (Edutopia, 2008, para. 1). This is evidence to show that traditional history has had an influence in the formulation of the current Western Australian history syllabus and the Australian history curriculum at
A better learning environment is created by support from both government and community. The new generation in university is struggling for establish a brand new and quality Aboriginal expert teacher team. Aboriginal education has embarked a new chapter. The over half million minority group people of who are statistically the poorest and most uneducated group in Australia has changed their life. More adult students begin their further study on their own land.
Many complain that history is boring and unimportant, and some say that the past is in the past, so should we still keep it as a class? In 2015, Australia put in action a plan that would shock the world,. They replaced the traditional history class with coding classes. While this has been applauded by many, the fact is that the history curriculum should not be removed for many valid and justifiable reasons.
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.
Waters, M. (2013) The new secondary curriculum. What has Changed and why? London: Qualifications and Curriculum Authority
Warner, D. (2006). Creating a perspective for schooling in the knowledge era. Camberwell, Victoria: Acer Press.