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Implementation Of The Curriculum
Situation analysis of the australian curriculum
Curriculum implementation essay
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A National Curriculum has been of some importance within the Australian Governments for some time. Previous national planned curriculums have been developed and failed a number of times. The Australian Governments with the guidance of the Melbourne Declaration on Educational Goals for Young Australians have developed ‘The Australian Curriculum’; A planned national curriculum from Foundation to Year 12 covering a variety of learning areas or subjects catering for Diversity, Differences and the needs of the 21st Century. The introduction of the Australian Curriculum is designed to supply all young Australians across the States and Territories an education that is of equal and high standards. This Essay will discuss the structure of the Curriculum, definition of the Curriculum, Outcomes expected to be achieved, Teaching, Learning and Assessment process and the needs of 21st century learners as well as the influences from Learning Theorist and Curriculum Models.
Many factors are considered when it comes to developing a National Curriculum such as diversity, student’s needs, past, present and future events. The Australian Governments have recognised this and set up a National Curriculum Board (NCB); Australian Curriculum Assessment and Reporting Authority (ACARA) with Professional Educators from all States and Territories to develop, shape and implement the Australian Curriculum alongside support and advice from the many stakeholders invested in the success of the planned Curriculum. The Shape of the Australian Curriculum (2010a) explains the process has to be divided up into four interrelated phases: Curriculum shaping, Curriculum writing, Implementation and Curriculum evaluation and review.
The Australian Curriculum has been...
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...ulum Construction (4th ed.). Frenchs Forest, NSW: Pearson Australia
Hill, P. (2010). A national curriculum: looking forward. An Australian curriculum to promote 21st century learning. Retrieved from http://www.eqa.edu.au/site/anaustraliancurriculumtopromote21stcentury.html
International Baccalaureate Organisation. (1998). Guide to the primary years programme. Geneva: IBO. Retrieved from IBO Primary Years Program.doc
Marsh, C. (2010). Becoming a Teacher: Knowledge, Skills and Issues(5th ed.). Frenchs Forest, NSW: Pearson Australia
NSW Board of Studies (2007). English K-6 Syllabus. Retrieved from http://k6.boardofstudies.nsw.edu.au/files/english/k6_english_syl.pdf
Wiles, J. (2005). Curriculum Essentials: A Resource for Educators. United States of America: Pearson Education. Retrieved from Wiles, J. (2005) Curriculum Essentials: A Resource for Educators
middle of paper ... ... Australian Journal of Teacher Education, 25 (1), 45-51. Retrieved from http://ro.ecu.edu.au/ajte/vol25/iss1/5. Western Australian Department of Education. a.
166-173). Linda Darling-Hammond (2000) discusses how teacher education has changed and how it has affected our education system (p. 166). The author also notes how even the most intelligent people found it hard to prosper in the field without the right skills and preparation (Darling-Hammond, 2000, p. 166-173). In the article, she presents how post baccalaureate programs are carefully structured, versus alternative routes which can be no more than backup employment options. Darling-Hammond (2000) also addresses how it becomes difficult for aspiring teachers to learn both subject matter and pedagogy (p.
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
Various Authors (2012) Oxford Big Ideas Australian Curriculum History 10, Oxford University Press, South Melbourne, Victoria
In terms of historical context, the National Curriculum was introduced into England, Wales and Northern Ireland as a nationwide curriculum for primary and secondary state schools following the Education Reform Act 1988 (DES, 1988). From its establishment, the curriculum was then divided into its primary (Key Stage One and Two) and secondary (Key Stage Three and Four) form.
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.
In modern democratic society school curriculum has become a prioritised concern for many citizens. It is a key factor in the shaping of future generations and the development of society. Decades have lapsed and numerous attempts have been made to produce a national curriculum for Australia. In 2008 it was announced that the Rudd government in collaboration with State and Territories would produce a plan to move towards a national curriculum (Brady & Kennedy, 2010). To date this has been realised in the deliverance of the Australian Curriculum v1.2 which will be examined in this paper.
Marsh, C.J. (2010). Becoming a teacher: Knowledge, skills and issues. Frenchs Forest, Sydney, NSW: Pearson Australia
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)
Posner, G. (1998) ‘Models of curriculum planning’. In Beyer, L. and Apple, M. (eds) The Curriculum. Problems, Politics and Possibilities (2nd edn). New York: State University of New York Press.
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.
Educational institutions today are increasing their emphasis on high standards as a crucial factor in improving the quality of education imparted to their students. They are, therefore, looking at new and better ways to develop such a curriculum that meets all the pre-decided standards. This calls for a change in the way schools are run and the methods of teaching in order to design, implement and evaluate curriculum effectively.
Waters, M. (2013) The new secondary curriculum. What has Changed and why? London: Qualifications and Curriculum Authority