Australian Curriculum Role

Curriculum is designed to develop successful learners. Confident and creative individuals and active and informed citizens (MCEECDYA, 2008, p.13). In 2008, the Australian Government promised to deliver a fair and equitable curriculum for the national’s educational system, taking the task away from the State and Local Governments. The purpose of this was to create an even level of education throughout the country whether in Hobart of Cape York, and to ensure our nations position into the 21st century. This essay will demonstrate the Nation’s curriculum, its structure and development ready for its initial implementation in 2011.

An educator who understands issues of diversity and difference will make the classroom a more enriching environment for all of the students in it, and will ensure those students who are adversely affected by such diversity and difference are given the opportunity and encouragement to overcome challenges they face. Socio-economic disadvantage among students has an impact in the classroom in terms of the ability of a child to gain an understanding of the knowledge and skills required to be a successful student. Gender issues can be one of those concerns in a classroom that, unless they are quite obvious, can be almost disregarded because they are not acknowledged as a concern, for example, asking boys to move chairs. Stereotypical roles can be ingrained in an educators psyche. Cultural diversity is becoming more prevalent in our classrooms; it is the educator’s responsibility to ensure the classroom is a welcoming and diverse environment. When considering how to approach these issues in a classroom and incorporating support for students, an educator would benefit from consulting the Early Years Learning Framework (EYLF) or the Australian Curriculum (AC). These documents provides frameworks for working with diversity and ensuring students succeed within their given circumstances with the support of both their educator and their school. It is imperative educators understand the effects of socio-economic disadvantage, gender issues and cultural diversity when creating an

As a future teacher, one of the ways I can accomplish and promote inclusion is to develop lesson plans which positively promote multicultural diversity. By including cultural differences and similarities, I will be helping my students understand and appreciate how to be respectful of others culture as well as supporting and demonstrating an equitable learning environment for all students learning experiences. Promoting equity and diversity in the classroom are essential in ensuring my students will be able to thrive and develop values and attitudes to survive in a multicultural society. They learn to celebrate their uniqueness in ways that foster harmony and

It is essential that educators create safe, welcoming environments that promote learning for all students in a classroom and to do this they must acknowledge issues of diversity and difference and know how to approach these issues. There are two key documents that guide educators in their planning and implementation of curriculum; The Australian Curriculum and The Early Years Learning Framework. Using these two documents to create learning programs, educators must enact an inclusive curriculum that empowers all students, regardless of differences. For educators to understand and address issues of diversity and differences such as socio-economic, cultural and ethnic backgrounds, language barriers and stereotypes around gender and sexuality, they must look at their own philosophy, values and beliefs around these issues.

Australia is a multicultural country and welcomes people from varying nationalities into its communities each and every day. As a result, classrooms all over Australia are changing. No matter what location a teacher is contracted to, there will be some element of a variety of cultures within that environment. Diversity of cultures within individual communities will fluctuate from town to town and state to state as people re-settle and create homes for themselves and forge a new identity and sense of place. As a teacher, it is also important to note, that the experiences of migrant students in your class will vary. Some may assimilate very well; others may encounter more hurdles than others. A teacher’s role in a child’s life should be one which is positive. Supporting a child through their education and ensuring they have appropriate care and compassion in relation to their situation is important. This guide has been put together to help teachers with some background knowledge on educating culturally diverse students and some strategies to help foster compassion and understanding within the classroom.

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.

In order to be culturally competent, Educators must aim to be respectful of the ‘multiple cultural ways of knowing, seeing and living, celebrate the benefits of diversity and have an ability to understand and honour differences’ (EYLF, pg. 16). It’s not just the awareness of the variety in cultures but also the understanding and efficient communication and interactions between people from multiple cultures.

An initial concept of the curriculum formed by Tenorio is that curriculum is not just the books and lessons but everything, the relationships, interactions and inspirations teachers have with students, students have with parents, schools have with the wider community (Churchill, 2011). This definition explains in broad terms how curriculum influences everyone’s lives in certain ways, however it does not explain what the curriculum does, how it is constructed or how it works in a school setting. The Australian Curriculum (AC) defines curriculum as used to develop successful learners. Who are confident, active and informed citizens and “is presented as a progression of learning from Foundation to year 10 that makes clear to teachers, parents,

To effectively reach all learners from diverse backgrounds, it is imperative that implementation of the content reflect and relate to students cultural background (Woidkowski & Ginsberg, 1995). Culturally responsive teaching is multidimensional including curriculum and instructional practices as aforementioned however; failure to address teacher-student interaction, classroom climate, performance assessment, and overall school culture will lead to a fractured approach (Howard, 2012). Wiodkowski and Ginsberg outline a framework for culturally responsive teaching focusing on motivational conditions related to respect, choice, rigor, and competence. This framework included establishment of an inclusive setting so all members of the community feel included and respected, development of positive attitude towards the learning experience through personal significance and choice, creation of challenging work that creates values for learning new material and having been exposed to the growth experience (Woidkowski &

In the Australian schooling system, all educational lessons, activities and experiences need to be outlined by formal curriculum documents. Therefore keep in mind, it is crucial to implement lessons within the guidelines of what is seen as beneficial to students. Below is specifically selected philosophies of the Australian national curriculum, which are effective in heightening the contribution and engagement of students of low SES upbringings.

When we structure our activities to acknowledge different perspectives we enhance student learning (http://www.greatschools.org/gk/articles/cultural-diversity-at-school/). As teachers we must find ways to teach our children in ways that they learn and this at times can be difficult and for

Currently, education policies in many countries around the world are driven by the needs of the “knowledge society”, a term used to capture the focus on creative and critical thinking skills and dispositions which describe 21st century learning goals. However, when considering the international predilection for predetermined knowledge standards, results can elicit anxiety for governments. In response to these pressures, in some countries, education implements prescriptive models of pedagogy which mould and control the learning of children and youths. This chapter engages critically with the teaching method called Direct Instruction, which has been described as being a “tightly prescribed” program and appropriate to improve learning outcomes

Schools and teachers should definitely move beyond an approach that merely celebrates and tolerates differences, in particular 'Multicultural Days'. The continuity of Multicultural Day, cultural food sharing days and visits from Aboriginal elders and people who share stories, dance and songs is a good start.

cultural development and prepare pupils for the opportunities, responsibilities and experiences of life (QCDA, 2010).

Part: 1 Explanation and discussion of the curriculum design and development process currently used in Australian Secondary schools.