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Australian national curriculum
Theories of curriculum
Importance of curriculum theories in curriculum development
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Intro
In exploring the Australian Curriculum, it becomes apparent that this curriculum was developed to encompass a wide range of skills and abilities that will be needed to enable young Australians to become productive and successful members of society of the future. The influence of a range of different curriculum models and education theories has bought together a comprehensive overview of what the Australian education system will deliver and how this can be accomplished.
Structure and Scope of the Australian Curriculum
The Australian Curriculum defines the outcomes expected in specific Learning Areas, General Capabilities and Cross Curriculum Priorities (Australian Curriculum Assessment and Reporting Authority [ACARA], 2010a). There are comprehensive statements of rationale that explain in detail what the aims of each learning area are and how general capabilities and cross curriculum priorities can be incorporated into the syllabus.
Learning areas consist of the core subjects that will be mastered, currently English, Mathematics, Science and History, with additional learning areas being developed. The learning areas are structured so that each Year Level builds on what was learned in the previous year and forms a foundation for further learning in the years to come (ACARA, 2010b). During the process of learning the core subjects, students are expected to acquire the skills, behaviours and dispositions which make up ‘general capabilities’.
General Capabilities are the underlying competencies which will equip students with the tools required to gain a deep understanding of the subject matter and to continue to develop and learn in to the future. The general capabilities of literacy, numeracy, Information and Communicati...
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Marsh, C. (2004). Key concepts for understanding curriculum. (3rd Ed.). London; New York: Routledge Falmer. (e-book) [Chapter 19,p. 199 - 212]
McDevitt, T., & Ormrod, J. E. (2010). Child development and education. (4th ed.) New Jersey: Pearson Merrill Prentice Hall.
MCEETYA (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved from: http://www.acara.edu.au/curriculum/curriculum.html#2
Smith, M (2002). Jerome Bruner and the Process of Education. Retrieved from: http://www.infed.org/thinkers/bruner.htm
Victorian Essential Learning Standards (2009). Civics and Citizenship. Retrieved from: http://vels.vcaa.vic.edu.au/downloads/vels_standards/velsrevisedcivics.pdf
Wiles, J. (2005) Curriculum Essentials. A Resource for Educators. (2nd Ed). Retrieved from: http://edocs.library.curtin.edu.au/eres_display.cgi?url=dc60261633.pdf
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’
Additionally, this paper identified my prior knowledge and experiences about the topics. This critical reflection includes a demonstration of my new understandings, teaching philosophy, and learning strategies towards achieving the professional standards of 1.4 and 2.4, as well as the cross-cultural priorities of the Australian curriculum. Finally, this paper discusses the insight on classroom activities to support Indigenous Australian students and Indigenous studies in my future pedagogy.
Various Authors (2012) Oxford Big Ideas Australian Curriculum History 10, Oxford University Press, South Melbourne, Victoria
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)
McDevitt, T. M., & Ormrod, J. E. (2010). Child development and education. Upper Saddle River, NJ: Merrill.
... (2009) The science of development. In R.V. Kail & A. Barnfield (Eds.), Children and their development (pp. 8 – 22). Upper Saddle River, NJ: Prentice Hall.
General capabilities are embedded in all areas of teaching, encompass the knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century (ACARA, 2013). Ethical understanding is a specific general capability, of the Australian Curriculum, identified along with Critical and creative thinking, Personal and social capability, and Intercultural understanding. These all place a great demand on the ...
McDevitt, T. M., & Ormrod, J. E. (2010). Child development and education (4th ed.). Upper Saddle River, New Jersey: Pearson.
When reviewing the literature regarding the past, present and future of educational curriculum, several main points seem apparent, namely that curriculum is cyclical, that a dilemma or paradox exists, and that curriculum must be looked at with a sensitive view.
McDevitt, T., & Ormrod, J. E. (2010). Child development and education (4th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Keating, J. 1998. Australian Training Reform: Implications for Schools (Revised Edition). Curriculum Corporation, Melbourne, Victoria.
Wood, A. E., Wood, E. G., & Boyd, D. (2007). Child development: The world of psychology.
If the instructor ensures that proper measures have been implemented in teaching core standards and content knowledge, EL students will be able to transfer their general knowledge of concepts to new skills and subjects. Comprehending key vocabulary and formulas undoubtedly allows transfer to grander more complex information and production. Transfer occurs when students have been given the proper tools and adequate practice to be able to take these skills and use them in different learning circumstances. Without content knowledge, transfer cannot take
Curriculum is important being it’s the underlying factor that plays a role in determining ones growth, achievement and success. The majority of curriculum con...