The Victorian Curriculum

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Recommended: Integration in education

While curriculum documents make many demands, they are inherently flexible documents that do not crowd the school year anymore than a teacher chooses. It is both logical and specified by policy () for curriculums to be integrated, which enables more time to cater individual student needs and develop interdisciplinary skills and knowledge. In the quest for efficient and effective models, inquiry has come to the fore. Therefore, facts, content and processes in contemporary Australian curriculums are best taught by integrating different learning areas through inquiry. This is consistent with the author’s personal philosophy of teaching and learning(Hamilton, 2016), and can be demonstrated through policy documents; the curriculum; and inquiry models. …show more content…

For example, the aim of personal and social capability is to manage the self through resilience, emotional awareness and interpersonal skills (Victorian curriculum and assessment authority, n.d.) which links with children having a strong sense of well-being (FSAC). Because similar links can be made between other parts of the curriculum and the My Time, Our Place document.
One of the key differences between the Victorian curriculum and the national curriculum documents is how they treat general capabilities. Achievement standards form the basis of assessment criteria (Readman & Allen, 2016). By adding achievement standards in the Victorian Curriculum, self-management skills, higher-order thinking and knowledge transfer must be explicitly taught and assessed. Therefor, the Victorian curriculum ensures coverage of the goals My Time, Our Place, and the Melbourne Declaration of Education Goals for Young Australians more so than the national …show more content…

It can help develop complex concepts and transfer knowledge and skills(Woolfolk & Margetts, 2013). This scaffold includes collaboration which is suitable for the disequilibrium of Piaget’s theory and the social-constructionism of Vygotsky’s (McDevitt). This aligns with the author’s philosophy of learning (Hamilton, 2016), which supports a balance between constructionist and social-constructionist theory. In addition, it meets curriculum and policy documents expectation for team-work and collaboration skills (ACARA, n.d.; Australian Government Department of Education, Employment and Workplace Relations, 2011). It is interesting that even when a problem is inauthentic, this model has shown positive results (Woolfolk & Margetts, 2013). Thereby, this model has the potential to develop students when content is

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