Australian Higher Education Curriculum Analysis

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.

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.

The Australian Curriculum basically makes sure that it is setting out the essential knowledge, understanding, skills and universal competences that are very essential for all Australian students. The Australian Curriculum makes sure that it defines the learning power of students as groundwork for their future learning, development and vigorous contribution in the Australian society. It makes obvious what every young Australians need to learn as they advance through their schooling. It is the basis for high worth teaching to come across the requirements of everyone of Australian students. Curriculum is intended to progress fruitful learners. Secure and resourceful persons and functioning and informed people (MCEECDYA, 2008, p.13). In 2008, the Australian Government swore to distribute a reasonable and just curriculum for the national's educational system, pulling the job away from the Local and State Governments. The drive of this was to generate a smooth phase of education all the way through the nation, and to also safeguard their countries locus into the 21st century. This essay will reveal the Nation's curriculum, its organization and development that had already been implemented for its initial opening in 2011.

The Australian Curriculum incorporates observations as one of the fundamental skills that students are required to learn (Assessment and Reporting Authority [ACARA], n.d., ACAVAM106). Observations, such as the observational drawing of leaves completed in topic two provide students with an opportunity to develop their visual literacy skills and inquire about the world around them (Dinham, 2014, p. 39). During the different stages of drawing development, students draw upon prior learning, which they have gained through observations, to express their thoughts and make meaning. In the same way, the artist Henri Rousseau, who’s jungle paintings have been described as “…primitive and naïve” drew upon his developing catalogue of prior learning to

A study conducted in 2003 by Ofsted that involved England, Denmark and Finland, showed England’s national curriculum compared to the other two countries was:

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.

The report aims to illustrate and evaluate the Quality Assurance and Quality Improvement processes, procedures and initiatives taken by Further Education Providers, with Newcastle College FE as example for providing excellent educational services for students. Further, the report gives a personal review and analysis the role of tutor in the quality cycle

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,

When my guidance counselor and I had the first conversation about college, I knew that a liberal arts curriculum was the right way to go. It would give me the ideal environment to nourish my curiosity and intellectual drive to learn about philosophy and art. Then I realised how important practising visual arts is for me. Therefore, I was on a quest to find a liberal arts college which actively encouraged the growth of my creative drives as much as other subjects.

The Council for the Advancement of Standards in Higher Education (CAS) uses standards and guidelines to promote, develop, and assess the quality of programs and services for student affairs professionals in higher education (Council for the Advancement of Standards in Higher Education, 2015). Founded in 1979, the CAS approach is to ensure excellent educational practices secure in the belief that its standards and guidelines are to be used in a variety of ways to enhance institutional quality. The CAS standards influence practice in the following manner including assessing a current program, expanding existing programs, creating a mission statement and goals, justifying existing

The Melbourne declaration on Educational Goals for young Australians outlines the two goals created by various minister of 2008 in Australia. The goals emphasise the advancement of pedagogic result for all young Australians as it is crucial to the nation’s social and economical welfare and will position for young people to live accomplished, gratifying and responsible lives, hence why young Australian are situated at the pivot of the declaration.

The role of the teachers and the expectations of the students are clearly defined by the Australian Curriculum that supports various learning areas. It is imperative for the teachers to adhere to the curriculum in the lesson planning, planning activities that are culturally inclusive and the assessments. The strategies presented earlier, reflect the curriculum links. The first strategy aimed to create an awareness to acknowledge differences, and to embrace diversity. Some of the curriculum links supporting this strategy are presented below:

For the past decades, innovation is regarded as the ability to produce positive outcomes in society’s intellectual, social and economic growth (Van de Ven Cited in O’Shea 1999). In education, innovation enables to improve learning outcomes, equality and the quality of educational supply (Vincent-Lancrin et al. 2014). Moreover, educational revolution is seen by most countries as a platform to develop equity and equality (Vincent-Lancrin et al. 2014). While neoliberalism (the agenda of economic and social development under free market), was introduced in the 1970s’, various projects and policies were implemented to transform the economy of various countries (Braedley & Luxton 2010). The ‘free market’ was known as the focal point to deregularise capital markets that allowed policies to control financial institutions and currency exchange (Braedley & Luxton 2010, p.23). Consequently, all capital movements were degenerated as one country after another had neoliberal control from the late 1970s onwards. Hence, the transformation of the Australian educational system has been influenced by neoliberalism. Innovation was used in a complex approach allowing new policies and curriculum to segregate, isolate and constraining learning outcomes, adhering to neoliberalism ideologies.

The module, Learning Within in the Wider Curriculum, aims to prepare student teachers in teaching a range of foundation subjects. This is implemented by creating an environment that supports their developing teaching and learning strategies in order to further aid the progression of their students within school.

I don’t believe contemporary higher education reflects a tension between preparing for a meaningful life and preparing for a career. What if my contemporary higher education prepares me for a career that is meaningful to me and helpful for society? Before anybody objects, let me explain my reasoning.