An Analysis of the Australian Curriculum

Introduction With the introduction of the Australian hoagieject field goernmental platform into all pass onment systems across the country, many questions and debates pee-pee occurred in reference to its effectiveness. From the of x sensed conflicting programme definitions to the unfortunate failures of past attempts of course of instruction murder, every portion of the community has an opinion on this significant shift in the office Australia thinks of its childrens education (Rudd, 2007).The Australian program only, has attempted to provide answers to these misgivings and social concern, from an clear to intent website interface, transp arent ontogenesisal process and state/ dirt inclusion body body of rough-cut educational soulfulnessities. The Australian courses training has been that of promise and expectant conquest (Brady & Kennedy, 2010).The Australian platform should make it easier for t individuallyers to incorporate community and educatee cen tred encyclopedism opportunities in spite of appearance the lineroom, whilst allowing for additional time and streamlining of assessment procedures, due to a short and precise educateer directioned throw document. Therefore the present-day(prenominal) Australian course of instruction process is the best opportunity for the reading and implementation of a world class course of study that modifys Australias future leading to compete in a globalised world (MCEETYA, 2008 Shelly & Gunther & Gunther, 2012). Definition of computer programmeDefinitions of class are numerous and often believed to be conflicting. This can be especially so when delineated by the intended purpose of the curriculum as n other(a) as individual bias from specific stakeholders. Wiles (2005) lists varying definitions for quadruple common land curriculum purposes curriculum as a plan, as subject matter, as an experience and as an proceeds (appendix 1). Upon analysing these purpose related definition s it could be argued that each assorted definition ultimately alters the detail of what can be chiefly deciphered as a common intent, with individual stakeholder inclusions of specific surfeit.Hutchins (as cited in Wiles, 2005) (appendix 1), when defining curriculum as a subject matter explains that curriculum should harp of grammar, logic, maths and the greatest books of the western world. In contrast Bestor (as cited in Wiles, 2005) embroils the study of grammar, literature and writing, mathematics and the pose tongue as the stern for his definition. As a result both academics can be seen to disposition the same thing, extensive discipline based study however have both let ind individualities perceived important to themselves.In order to define its intent, the Australian broadcast has attempted to simplify the term curriculum with an definition of purpose and intent. The Australian broadcast judgement and reportage pledge (ACARA) (2012a) plain define the Australian programme as what all disciples should learn as they progress by means of schooltime as a theme for their future instruction, growth and participating participation in the Australian Community (para. 2). Through the defining of the curriculums purpose, the Australian broadcast encompasses such academic inclusions of definition as noted by Wiles (2005) within its structure.As subject matter, the Australian Curriculum has included a discipline-based method of curriculum encompassing twelve breeding playing fields with nationally significant individualities, through the incorporation of Cross Curricular Priorities. As a plan the Australian Curriculum has included world-wide Capabilities that ensure educatee future success with identified substantial skills such as selective information and computer engineering capability, ethics and intercultural understanding amongst others (ACARA, 2012b) (appendix 2).Thus, the Australian Curriculum has defined itself as an individua l curriculum idea through the incorporation of multiple intents within its structure. festering of the Australian Curriculum and curriculum deterrent examples related to this development Since as early as 1980, numerous attempts at the development of a National Curriculum with varying levels of persist and enacted implementation have been made (Brady & Kennedy, 2010).The Australian political structure and the level of authority the federal official government has over state/territory and self-directed organisations over educational policy, may have been a contributing factor for this lack of committed development and intended ultimate nationwide implementation (Marsh, 2010). Learning from previous governments attempts implementing a national curriculum, the federal government from 2009, enacted a series of shaping reforms, with the aim of boomingly gaining support and legal authority over the implementation of a national curriculum (Marsh, 2010).The request for state/territory appointed representatives, statements of open consultation in development, through to what Brady and Kennedy (2010) refer to as hard policy, including the establishment of ACARA as a statutory body over all manner of educational policy and the linking of funding repercussions to the implementation of the Australian Curriculum (Schools Assistance Bill, National Education Agreement) has led to all educational organisations agreeing to the use of the impending curriculum documents.Brady and Kennedy (2010) state that no single form of curriculum model is usually used by developers, therefore using specific components of different models and purpose a process that works for the organisation or individuals intent. As such the Australian Curriculum developers have appeared to take such an approach. With the foundation of a Naturalistic model of development, including the use of discussion, interaction and negotiation of developers and stakeholders, the Australian Curriculum developers ha ve additionally used a fundamental aspect of an Objectives model of development (Brady & Kennedy, 2010).The use of defined standards or content descriptions (Objectives model) as portrayed by the national curriculum has been incorporated both after sign targeted discussion between stakeholders and before final consultation prior to subject (ACARA, 2008). As a consequence the important developmental principles of curriculum development as described by Marsh (2010) that all decision do in the development of an Australian Curriculum is transparent whilst alleviating societies concern over a discipline-based curriculum was met by the initial and ongoing consultation world undertaken.Structure of the Australian Curriculum The Australian Curriculum has been published on the lucre in order to allow maximum flexibility in wake and the organisation of content. As such the interface is user friendly and easy to understand. The Australian Curriculum is authorizedly broken down to cover four subject areas with an additional eight areas to follow from 2013 (ACARA, 2012a MCEETYA, 2008). Each subject area is broken down into year levels encompassing Foundation to year ten (with eventual inclusion of years eleven and twelve).In order to differentiate different subject sub topics strands and sub strands have been developed to allow focus of content descriptions (statements of required school-age child development). English for example covers three be strands actors line, literacy and literature, with content descriptions grouped into sub strands, which enable the visual identification of development of knowledge, understanding and skills (ACARA, 2012f). Content descriptions are then listed, which describe the required learning that savants must be exposed to within each subject, strand and sub strand.The content descriptions provide detailed information of learning opportunities, cross curriculum opportunities and a glossary of terms. Additionally digital resource information is excessively available that relates to each relevant content description. A wealth of information for educators, parents and the general community is available on the internet for the Australian Curriculum, including bookman work samples of content description attainment, which may negate any dubiousness surrounding scholar expected learning and eventual assessment practices the curriculum requires.Complimenting the subject areas and included content descriptions are cross curriculum priorities. ACARA (2012e) states that these priorities of, prime and Torres Strait Islander history and culture, Asia and Australias engagement with Asia and sustainability, go forth enable student relevance and address the issues that the students get out face throughout their lives. The opportunities for inclusion of cross curricular priorities are embedded within the subjects curriculum documents where appropriate, however with differing levels of relevance for individual subject s (ACARA, 2012e).The Melbourne Declaration (MCEETYA, 2008), incorporated a mend of vii general capabilities that were deemed important for student future success by performing as a foundation for current and future learning. Student capabilities include literacy, numeracy, information and communication engine room competence, critical and creative thought, ethical behaviour, in the flesh(predicate) and social competence and intercultural understanding (ACARA, 2012b).Again it is seen that these basic capabilities will enable student success in a globalised workforce by enabling competiveness through the inclusion of twenty-first century inescapably of todays students. Australian Curriculum in relation to the needs of 21st Century learners In the Federal governments educational reform document, The Melbourne Declaration (MCEETYA, 2008), the diverse needs of 21st Century students were acknowledged and a series of objectives established. The world is becoming ever more globalised with international mobility and competitiveness at the forefront (MCEETYA, 2008 Shelly et al, 2012).Therefore the Australian Curriculum set to include a series of general capabilities (ACARA, 2012b) that would enable student future success by acting as a foundation of current and future learning. In addition, the inclusion of Information and computer engineering science (ICT) as a cross-subject enhancement tool, in order to address the needs of students of a digital age has also been included. The Melbourne Declaration (MCEETYA, 2008) defines ICT as intrinsic in all 21st Century occupations (p. 5).Within the realm of ICT as a learning tool, educators are able to create authentic and meaningful learning opportunities across all subjects, as well as allowing the successful inclusion of differing learning styles of students through the use of digital resources such as podcasts, words to text applications and web resources, amongst many others (Shelly et al, 2012). The Australian Cur riculum provides these opportunities throughout and are indicated were appropriate throughout the content descriptions.The Australian Curriculum has set to include all students regardless of gender, race, socio-economic status and language ability the opportunity to travel along with the Australian Curriculum and provide them the best chance to be successful contributors to society (ACARA, 2012d). Teachers are able to make professional judgements on how to teach and assess the knowledge required to be learnt (ACARA, 2012d). Teachers are provided the flexibility to lay out the delivery of content to the needs of individual students to allow for maximum learning successes.Comparison of Australian Curriculum to local (state) and international models Prior to the publication of the Australian Curriculum in English, Mathematics, history and science, the Northern district was using a curriculum document entitle Northern soil Curriculum role model (NTCF). The NTCF is vastly different in design to that produced by ACARA due to the NTCF subsistence an outcome based curriculum model compared to the Australian Curriculums assessment of student achievement against explicit learning area achievement standards (NTCF, 2012).Similarities do exist between both the NTCF and Australian Curriculum incorporating a set of sought after student personal attributes called EsseNTial Learnings in the NTCF document and General Capabilities within the Australian Curriculum documents. Both the NTCF and Australian Curriculums goals in the development of these personal development outcomes were to prepare students to be valuable members of the community and successfully guide in a competitive globalised world (ACARA, 2012b NTCF, 2012).The similarities in curriculum content continue through to the structure of subject content and related standards and outcomes of achievement. The Australian Curriculum content description for Mathematics Foundation Statistics and Probability, states that students answer yes or no to questions to collect information (ACARA, 2012c). In contrast, the NTCF outcome for Mathematics line up and Data, Key Growth Point two for foundation, states learners use everyday language to state opinions on the possibility of a given event occurring (NTCF, 2012).Although the similarities in content within both the Australian Curriculum and Northern Territory Curriculum Framework are many, the difference in detail and aloofness of the documents is significant. As noted by Kevin Rudd in the document titled New Directions for our schools (Rudd, 2007), state and territory curriculum organisations tend to develop curriculum documents that are far to detailed than necessary. This is especially evident when comparing the NTCFs Australian Curriculum document implemented in semester two 2012.A expeditious glance clearly indicates the substantial difference as the original NTCF mathematics document consists of 130 pages compared to that of the NTCFs Au stralian Curriculum implemented document totalling half a dozen pages for transition to year ten levels (Appendix 3 further comparison of current NTCF and NTCF Australian Curriculum documents). Thus the simplification of the documents may lead to instructor instructional enhancement and clearer levels of required attainment, enhancing student success working with the curriculum.Conclusion The Australian Curriculum is an extensive yet precise document detailing what is essential for student learning to enable success in the future. The Australian Curriculum has invented itself as a transparent holistic educational document with a clear purpose and intent. Additionally, the Australian Curriculum has learnt from the errors of past attempts at a national curriculum and incorporated soft and hard policy (Brady & Kennedy, 2010) that enforces the use and implementation of the document nationally.By incorporating an online presence with a thoughtful inclusion of student needs for success in the 21st century through the development of cross curricular priorities and general capabilities, the Australian Curriculum is enabling student success in a soon to be Asian dominate globalised world (MCEETYA, 2008). The Australian Curriculum has incorporated what is deemed significant throughout Australias diverse individual curriculums and indeed created a document that shares a common intent for education specifically with the Northern Territory Curriculum Framework.The Australian Curriculum is at the precipice of complete national implementation. Only time will tell if it is successful in its attempts at creating a world class curriculum for Australias leaders of tomorrow (MCEETYA, 2008). References Australian Curriculum and judicial decision Reporting Authority (ACARA) (2008, July 17). Professor Barry McGaw AO, welcome address, Queensland Consultation Forum Streaming video. Retrieved from http//www. acara. edu. au/news_media/vodcasts . html Australian Curriculum and Asses sment Reporting Authority (ACARA) (2012a).Overview. Retrieved from http//www. australiancurriculum. edu. au/Curriculum/Overview Australian Curriculum and Assessment Reporting Authority (ACARA) (2012b). General capabilities in the Australian Curriculum. Retrieved from http//www. australiancurriculum. edu. au/File/85028d2c-d680-402b-84c7- 9fdd00ecac82. Australian Curriculum and Assessment Reporting Authority (ACARA) (2012c). Foundation to Year 10 Curriculum (Mathematics). Retrieved from http//www. australiancurriculum . edu. au/Mathematics/Curriculum/F-10Australian Curriculum and Assessment Reporting Authority (ACARA) (2012d). innovation of learners. Retrieved from http//www. australiancurriculum. edu. au/Mathematics/ Diversity-of-learners Australian Curriculum and Assessment Reporting Authority (ACARA) (2012e). Cross Curriculum priorities. Retrieved from http//www. australiancurriculum. edu. au/CrossCurriculumPriorities Australian Curriculum and Assessment Reporting Authority (ACARA ) (2012f). Content Structure (English). Retrieved from http//www. australiancurriculum. edu. au/English/ Content-structure Brady, L. & Kennedy, K. (2010). Curriculum social system (4th ed). Frenchs Forest, NSW Pearson. Marsh, C. (2010). Becoming a teacher Knowledge, Skills and Issues (5th ed). Frenchs Forest, NSW Pearson. McMillan, J. (2010). Classroom Assessment Principles and Practise for efficient Standards- Based Instruction. Boston, USA Pearson Education. Ministerial Council on Education, Employment, Training and Youth personal matters (MCEETYA) (2008). Melbourne Declaration on Educational Goals for Young Australians. Melbourne, Australia MCEETYA. Northern Territory Curriculum Framework (NTCF). 2012). Retrieved from http//www. det. nt. gov. au/teachers-educators/curriculum-ntbos Rudd. , K, & Smith. , S. (2007). New Directions for our schools. Canberra, Australia Australian Labour Party. Shelly, G. , & Gunther, G. , & Gunther, R. (2012). Teachers discovering computers Integra ting technology in a connected world (7th ed). Boston, USA Cengage. Wiles, J. (2005). Curriculum essentials a resource for educators (2nd ed). Boston, USA Pearson. Appendix 1 Wiles (2005) definitions of curriculum Curriculum as Subject MatterThe Curriculum should consist of permanent studies-the rules of grammar, reading, rhetoric and logic, mathematics and, at the secondary level, the greatest books of the western World (Robert Hutchins) The Curriculum must consist essentially of disciplined study in five areas command of the mother tongue and systematic study of grammar, literature and writing, mathematics, the sciences, history and foreign language. (Arthur Bestor) The Curriculum should consist entirely of knowledge that comes from the disciplines (Philip Phenix) A Curriculum is a pen document. George Beauchamp) Curriculum as a Plan The Curriculum is a plan program of learning opportunities to achieve broad educational goals and related objectives. (William Alexander) The Curri culum is all the learning of students that is planned by and directed by the school to attain its educational goals. (Ralph Tyler) The Curriculum is (a set of) planned and guided learning experiences for the learners continuous and wilful growth (Daniel and Laura Tanner) A Curriculum is a plan for learning. (Hilda Taba)Curriculum as an Experience A Curriculum is those experiences set up by the school for the purpose of disciplining students and youth in group ways of thinking and acting. (B. O. Smith, William Stanley, and Harlan Shores) The Curriculum is generally considered to be all the experiences that learners have under the tribute of the school. (Ronald Doll) The Curriculum is that series of things students and youth must do and experience. (Franklin Bobbitt) The Curriculum is the support and program of the school n enterprise in guided living. (Harold Rugg) Curriculum as an Outcome The Curriculum is a planned learning outcome for which the school is responsible (James Popha m and Henry Baker) The Curriculum is a structured set of learning outcomes (objectives) resulting from instruction. (k. Howell, S. Fox, and K. Morehead) Appendix 1 Curriculum is concerned not with what students will do in the learning situation, but with what they will learn as a consequence of what they do. Curriculum is concerned with results. (Maurice Johnson) Appendix 2General Capabilities of the Australian Curriculum (ACARA, 2012b) Retrieved from http//www. australiancurriculum. edu. au/File/85028d2c-d680-402b-84c7-9fdd00ecac82 Appendix 3 Comparison of Northern Territory Curriculum Framework (NTCF) and NTCF Australian Curriculum document. Figure 1 Demonstrates the heart of additional detail the NTCF document includes, in comparison to the NTCFs new Australian Curriculum document implemented in July 2012 (Note NTCF does not have an independent History Curriculum) (ACARA, 2012 NTCF, 2012)