Australian Curriculum: Inclusion In Education

Critical issues facing educators today include; educational inequity, socio-economic status of students, cultural diversity, stereotyping, dominate cultural paradigms, and social disadvantage. Because of these issues, educators will be best prepared for classroom life if they find ways to adapt and modify the learning environment in order, to provide for inclusive regardless of the learners needs. All children in Australia are presented with the opportunity to attend schools which are designed to be inclusive for any and all abilities. Due to the diverse nature of the school age population in Australia classrooms are made up of an assortment of needs in relation to social, cognitive, and physical areas of learning.

This essay will analyse the contested concepts of social inclusion and exclusion in education. While there are numerous social groups whom experience the impact of educational inclusion and exclusion the essay will particularly focus on what these concepts entail for indigenous students within the Australian schooling system. The essay will examine the multifaceted nature of social inclusion and exclusion in education by utilising the contested grounds, which substantiate debate surrounding these concepts. Relying on a number of academic literature and evidence to explore discourse surrounding how policy which governs institutions, pedagogy and curriculum, has constituted social inclusion and exclusion within Indigenous contexts. As well as how intergenerational experiences and issues have disadvantaged the outcomes of Indigenous students in engaging in a ‘Eurocentric’ education environment. Concluding the essay will discuss practical suggestions, which would in theory enhance the effectiveness of the current education policy and teacher practice towards including indigenous cultures and learners within the classroom. Considering mechanisms to increase the potential to include and engage a broader scope of indigenous learners across the board.

1.1. Inclusive learning is about recognising that all your students have the right to be treated equally and fairly, have the same access to all products, services and have the opportunity to be involved and included. As a teacher you need to be aware that all students are not the same as they all do not learn in the same way, the ways in which a teacher can overcome this is using the Teaching and Learning Cycle, using visual, auditory and kinaesthetic materials (VAK) and agreeing on individual learning plans (ILPs). Other features could include self reflective exercises, quizzes and providing opportunities for students to reflect on their own

and understanding achieved through this priority will improve the ability of all young people to contribute positively in the ongoing development of Australia (Australian Curriculum, n.d)

In a contemporary Australian school setting, inclusion is the ongoing collaboration of all members of the school community to effectively meet the diverse needs of all students, including those with additional needs (Blackmore, 2009; Lyons, 2014). All students regardless of their cultural background or ability level should experience an enriching education where they feel included and supported. Creating inclusive cultures, producing inclusive policies and evolving inclusive practices are the best ways to promote learning and participation in schools for all students (Centre for Studies on Inclusive Education, 2012; Dempsey, 2014).

Within a school, equality, diversity and inclusion is very important. It is their duty to make sure all children have equal access to the curriculum. Whether they are a different race, culture, gender or have a special need or disability, it is important that they are supported and have a right to participate and be treated equal; this is known as inclusion. As part of this it is important that schools and other professionals support and promote cultural diversity in schools and the wider society, breaking down any discriminatory barriers to learning.

The development of a national curriculum for Australia is not a new endeavour (Marsh, 2010). The ideal is that national curriculum across Australia would mean that students are provided with a quality education that helps to shape the lives of the nations citizens and continue developing the productivity and quality of life within Australia. The Australian Curriculum Assessment and Reporting Authority [ACARA] have the task of developing and implementing a nationwide curriculum. ACARA (n.d.-c) claims have addressed needs of young Australians while considering that changing ways in learning and challenges will continue to shape students education in the future. A look at what the Australian Curriculum is, its purpose, structure and scope,

What educators believe and think influences the learning of their students/children. Write an essay that agrees or disagrees with this statement.

Australia is a diverse, multicultural nation with about 44% of Australians being born overseas or are the children of one parent born from other countries, Lawrence, Brooker, & Goodnow, (2012, p.75). This has led to an increase in students from diverse backgrounds to populate schools making classrooms hotspots for issues of diversity and difference. Teaching diversity requires a holistic approach to schooling that needs to permeate all aspects of the curriculum and all school practices. The Australian Curriculum recognises that all students are entitled to inclusive education from Foundation to Year 12, Australian Curriculum and Assessment Authority (ACARA), (2012). It is critical for teachers and educators to identify and apply pedagogy that

The review of the Australian Curriculum, undertaken by Kevin Donnelly and Ken Wiltshire recommended that students in Prep to Year 2 should focus on English, Math, History and Science and the arts content of the curriculum should be reduced. This means that the core content of the arts curriculum of music, visual arts, drama, dance and media arts would be not introduced until Year 3. (http://www.abc.net.au/news/2014-10-13/the-conversation-expert-verdict-on-the-curriculum-review/5809706). There is evidence for both sides of the reduction of creative arts for the Australian curriculum and this essay will attempt to address possible issues and solutions to the reduction of the arts.

Indigenous Education in Australia has been the subject of ongoing policy focus and repeated official inquiry as the nation grapples with trying to achieve equity for these students, according to Gray and Beresford (2008). There are many underlying factors behind the development of a plateau effect of progress in this area, this paper will delve into the topic of the Australian Curriculum (ACARA) as one of these main factors effecting equity amongst students in schools. According to the Australian Curriculum Assessment and Reporting Authority, “the Australian Curriculum promotes excellence and equity for all students by providing a challenging curriculum from which rigorous, relevant and engaging learning programs can be developed that address

Through the use of capabilities and priorities, the curriculum has become a naturally integrated syllabus inclusive of developing skills relating to 21st century active and informed citizenship. The Australian curriculum is an inclusive, integrated program with the combination of the curriculum key learning areas, general capabilities and cross-curriculum priorities formed from the goals stated within the Declaration (Churchill et al., 2013). The general capabilities cater towards seven essential skills of a 21st century learner such as numeracy, literacy, information and communication technology, personal and social capability, critical and creative thinking, intercultural understanding and ethical understanding that can make part of any learning

From the time we are born, ‘traditional’ gender stereotypes are inflicted on us, telling us what society deems normal or expected based on our gender. For children these impact on the toys children choose to play with or how they feel about themselves (National Unions of Teachers, 2013, p. 3). This guide addresses the sociocultural issues facing early childhood education such as gender equality, sexuality and diversity by removing stereotypes from early childhood education and developing a new generation of critical learners. The Australian Curriculum combined with the Early Years Learning framework can perpetuate these inequalities creating negative impacts on children’s self-esteem, relationships and the opportunities they receive. Teachers

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

The Australian Curriculum, through the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008), declares a national curriculum that is accessed by all students from diverse backgrounds. Its composition include three strands - learning areas, general capabilities and cross-curriculum priorities, providing teachers with flexibility to cater for student diversity and to personalise learning through curriculum adjustments, (ACARA, 2013, p. 5). The scenario of Malika and her class is an example of an activity meant to create cultural awareness but it is misconstrued and reinforced stereotypes, raised tension between students, or increased confusion.