An Analysis of the Australian Curriculum
Introduction
With the introduction of the Australian National Curriculum into all education systems across the country, many questions and debates have occurred in reference to its effectiveness. From the often perceived conflicting curriculum definitions to the unfortunate failures of past attempts of curriculum implementation, every member of the community has an opinion on this significant shift in the way Australia thinks of its children’s education (Rudd, 2007). The Australian Curriculum however, has attempted to provide answers to these misgivings and societal concern, from an easy to use website interface, transparent developmental process and state/ territory inclusion of common educational individualities. The Australian Curriculums development has been that of promise and hopeful success (Brady & Kennedy, 2010).
The Australian Curriculum should make it easier for teachers to incorporate community and student centred learning opportunities within the classroom, whilst allowing for additional time and streamlining of assessment procedures, due to a short and precise teacher focused curriculum document. Therefore the current Australian Curriculum process is the best opportunity for the development and implementation of a world class curriculum that enables Australia’s future leaders to compete in a globalised world (MCEETYA, 2008; Shelly & Gunther & Gunther, 2012).
Definition of curriculum
Definitions of curriculum are numerous and often believed to be conflicting. This can be especially so when delineated by the intended purpose of the curriculum as well as individual bias from specific stakeholders. Wiles (2005) lists varying definitions for four common curriculum purposes; curriculum as a plan, as subject matter, as an experience and as an outcome (appendix 1). Upon analysing these purpose related definitions it could be argued that each different definition ultimately alters the detail of what can be generally deciphered as a common intent,
With the introduction of the Australian National Curriculum into all education systems across the country, many questions and debates have occurred in reference to its effectiveness. From the often perceived conflicting curriculum definitions to the unfortunate failures of past attempts of curriculum implementation, every member of the community has an opinion on this significant shift in the way Australia thinks of its children’s education (Rudd, 2007). The Australian Curriculum however, has attempted to provide answers to these misgivings and societal concern, from an easy to use website interface, transparent developmental process and state/ territory inclusion of common educational individualities. The Australian Curriculums development has been that of promise and hopeful success (Brady & Kennedy, 2010).
The Australian Curriculum should make it easier for teachers to incorporate community and student centred learning opportunities within the classroom, whilst allowing for additional time and streamlining of assessment procedures, due to a short and precise teacher focused curriculum document. Therefore the current Australian Curriculum process is the best opportunity for the development and implementation of a world class curriculum that enables Australia’s future leaders to compete in a globalised world (MCEETYA, 2008; Shelly & Gunther & Gunther, 2012).
Definition of curriculum
Definitions of curriculum are numerous and often believed to be conflicting. This can be especially so when delineated by the intended purpose of the curriculum as well as individual bias from specific stakeholders. Wiles (2005) lists varying definitions for four common curriculum purposes; curriculum as a plan, as subject matter, as an experience and as an outcome (appendix 1). Upon analysing these purpose related definitions it could be argued that each different definition ultimately alters the detail of what can be generally deciphered as a common intent,
References: Australian Curriculum and Assessment Reporting Authority (ACARA) (2008, July 17). Professor Barry McGaw AO, welcome address, Queensland Consultation Forum Australian Curriculum and Assessment 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 Australian Curriculum and Assessment Reporting Authority (ACARA) (2012c). Foundation to Year 10 Curriculum (Mathematics) .edu.au/Mathematics/Curriculum/F-10 Australian Curriculum and Assessment Reporting Authority (ACARA) (2012d) Australian Curriculum and Assessment Reporting Authority (ACARA) (2012e). Cross Curriculum priorities http://www.australiancurriculum.edu.au/CrossCurriculumPriorities Australian Curriculum and Assessment Reporting Authority (ACARA) (2012f) Brady, L., & Kennedy, K. (2010). Curriculum Construction (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 Effective Standards- Based Instruction Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (2008) Appendix 1 Wiles (2005) definitions of curriculum: