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Piaget's important concepts
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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 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... ... middle of paper ... ...ost-school lives. The Australian Curriculum prepares students for their roles in a family and for a career that will have the use of computers at least in some parts of the business. The Australian Curriculum prepares students for the world that they will have to face confidently, and living with their morals, values and knowledge of who they really are. References: ACARA. (2010). The Shape of the Australian Curriculum Document V2.0. Retrieved from http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum.pdf Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues. 5th Ed. Frenchs Forest, NSW: Pearson. Brady, L., Kennedy, K. (2010). Curriculum Construction. 4th Ed. Frenchs Forest, NSW: Pearson. Wilson, L. (2005). Leslie Owen Wilson's Curriculum Index. Retrieved from http://www.uwsp.edu/education/lwilson/curric/curtyp.htm
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 National Curriculum is split up into stages, these stages are determined by age groups, key stage 1 ranges from ages 5-7 which is the year group 1 and 2, then there is key stage 2 which ranges in ages 7-11 this is year groups 3-6. Key stages 3 and 4 are secondary stages, so at key stage 3 the pupils are 11-14. At the final stage of the pupils development through the National Curriculum, key stage 5 they are 14-16, at this stage they get more choice in which areas of the curriculum they want to continue in. However some subjects which are part of the National Curriculum such as, english, maths and science are compulsory. At each stage expectations are set as to pupils performance levels. Targets are laid out for programmes of study for pupils. The national curriculum helps the school create a working relationship, not only with the pupils but also with the parents. The curriculum is a way to create many more opportunities for all levels of achievement. It can help with building on certain strengths in a pupils ability. When we consider the different structures to which the curriculum can take on we must look at the way in which the information set out through the curriculum is put across to the pupils through content and organization. David Scott a Professor of Educational Leadership and Learning at the University of Lincoln?s International Institute for Educational Leadership. He is an expert in curriculum studies, David Scott identifies and depicts six curriculum ideologies. These are Foundationalism, Conventionalism, Instrumentalism, Technical Rationality, Critical Pedagogy and Post-modernism.
Marsh, C.J. (2010). Becoming a teacher: Knowledge, skills and issues. Frenchs Forest, Sydney, NSW: Pearson Australia
The Australian curriculum has been designed for children in their schooling years from foundation to year twelve. Currently the curriculum has covered four learning areas (English, Mathematics, Science and History) from kindergarten to year ten. “The Australian Curriculum describes knowledge, skills and understanding organised by learning areas.” (ACARA, 2010 d). Each learning area contains a: rationale – describing the nature of learning, aims – the intended result of learning from the curriculum, year level description, strands – interrelated broad organisers for the content in each learning area, content descriptions – describe what teachers are expected to teach, content elaborations – content description sup...
The Australian Curriculum establishes a standard through which students in Australian education centres are taught how to read, write, speak and create English across a range of texts (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2014). This essay will discuss guided writing strategies, focusing on writing purpose and grammar; it will look at modelled writing strategies with a focus on spelling and punctuation. It will further look at two contrasting teaching strategies of reading, independent and modelled reading in application with reading fluency, phonological awareness, comprehension, and vocabulary. These theories will be supported utilising the Australian Curriculum, and other government educational planning and
The structure of the Australian Curriculum has a three-dimensional approach (Australian Curriculum, Assessment and Reporting Authority, (ACARA), 2010). The first focus is the Eight Curriculum Learning Areas; English, Mathematics, Humanities, The Arts, Health and Physical Education, Language, and Design and Technology. Integrated into the learning framework of these subjects are seven General Capabilities: Literacy, Numeracy, Information and Communication Technology (ICT), Critical and Creative Thinking, Personal and Social Capability, Intercultural Understanding and Ethical Understanding. The third focus is based on areas identified as educational goals in the 'Melbourne Declaration on Education Goals for Young Australians' (2008) with three Cross-Curriculum Priorities: Aboriginal and Torres Strait Islander Histories and Cultures, Asia and Australia's engagement with Asia,
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
Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues. Boston, MA: Pearson.
Curriculum directs the lesson of every teacher and helps us have a structured and systematic instruction. Curriculum is often referred to as reference material which tell us exactly what to do, when to do it and in what sequence. According to Ronald C. Doll ,1996 (as cited in Curriculum Overview), school curriculum is the process by which learners and students acquire knowledge and understanding, develop skills and change attitudes, appreciation and values under the guidance of that school.
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).
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.
...ering the Australian international education industry. Policies such as the ‘Multicultural Education Policy’ produced by the NSW state department of education have helped draw greater attention towards Australia as being a choice for international education. The policy states that international education is a “process based on acceptance of multiculturalism as a fundamental social value” (Banks 2009 pg. 114).
In Australia, education is unique with a diversity of cultural backgrounds, as stated (Bowes, Grace, & Hodge, 2012, p. 76). Bowes, Grace, and Hodge, (2012) define cultural diversity as different cultures or groups, defined by beliefs, ideologies, rules, or norms (p. 77). Nevertheless, issues which provide an opportunity for public judgement, stereotyping, gender inequality, social norms and gender norms form the basis of their socioeconomic status (Siraj-Blatchford, 2004, p.
Designing curriculum, instruction, and assessments are steps teachers use to help them make sense of the concepts they teach and helps drive instruction. These steps can take on many different forms and drive a classroom in a plethora of ways. These steps, when developed properly, can help a teacher utilize each moment in the classroom and help students gain more insight to the standards they need to become proficient.