My Personal Statement On Teaching And Teaching Essay

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.

It is agreed that educator’s philosophy, pedagogical practices and believe about topics such as gender and sexuality, socio-cultural factors and cultural diversity will influence how the Australian Curriculum and Early Years Learning Framework (EYLF) is reflected in the classroom. For example, cultural competence which is one of the eight main practices that EYLF focuses on to support children’s learning.

“I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” (Angelou, 2009) This is a truth that I have witnessed firsthand. As a child, at the tender age of seven years, I was blessed with an educator, Mrs. Cager, whose commitment to her students was so profound until I have never forgotten her. She made me feel like I was the most important person in her classroom. Her encouraging words instilled a level of confidence within me that I still cling to and apply more than 40 years later. Her commitment is directly responsible for my personal philosophy of education also being commitment.

The Educators Guide to the Early Years Learning Framework for Australia has identified key concepts and principles which require educators to use particular understandings and practices effectively to achieve the desire outcome ‘ The Journey for Educators: Growing competence in working with Australian Aboriginal and Torres Strait Islander cultures (Commonwealth of Australia, 2010, Page 24) focuses on guiding educators

The Early Years Learning framework for Australia Document is important to have in our Schools; as it talks about how Children are confident and involved learners, we need our student’s to be confident and involved in all aspects of learning in the classroom. Having this in place means children get more hands on experience in the classroom and more room for activities, exploring and learning new things and not being afraid to step out of their comfort zone to learn. This means more creativity from students and their individuality to reveal and explore more. Having this in place means that children can connect with nature and the world and be able to communicate and have upright people skills from a young age. The early years learning

The National Quality Standard includes standard 1.1 states that ‘An approved framework informs the development of a curriculum that enhances each child’s learning and development’. This is where the Early Years Learning Framework (EYLF) is introduced. This framework is included in the National Quality Standard to help ensure the consistency in the delivery of learning programs within Australia. Within the EYLF is the Early Childhood curriculum framework which guides early childhood educators to develop quality early childhood education programs. This framework describes the principles, practice and learning outcomes which support and enhance young children’s learning from birth to five years old, and then their transition to school.

Australia believes in a holistic approach and that children learn through play and that learning is ongoing. Australia’s framework says that children belong to a community and should feel that they belong and have a purpose. Australia’s educators’ professional judgements are important in children’s learning. They use their professional knowledge and skills, knowledge of children, families and communities, awareness of how their beliefs and values impact children’s learning and personal styles and past experiences. Australia feels children learn best this way. The elements of the framework are Principles, Practice and Learning outcome. They have five principles which are: 1.Secure, respectful and reciprocal relationships, 2.Partnerships, 3.High expectations and equity, 4.Respect for diversity, 5.Ongoing learning and reflective practice. These principles help educators teach children and for children to grow as people. The principles are based on looking at the child as a whole and focusing on their needs and development. Australia views children as competent. Children are able and a part of society. Educators draw on a rich repertoire of pedagogical practices to promote children’s learning by: Being responsive to children, Creating environments that have a positive impact on children’s learning, Valuing the cultural and social contexts of children and their families, Providing for

Firstly, focusing on The Australian Professional Teaching Standard (AITSL) 1: Know students and how they Learn. Achievable through experiencing and using Literacy in my community to build relationships, develop a sense of inclusion and diversity and develop planning skills, by engaging with professionals to plan and design engaging resources for all aged children (AITSL, 2014). Secondly focusing on (AITSL) Standard 7.3: Engage professionally with colleagues, parents/ carers and the community. To acquire skills and strategies in time management and communication with professionals and relevant individuals. Lastly, to focuses on (AITSL) Standard 7.4: Engage with professional teaching networks and broader communities. By understanding the role of external professionals and community representatives to broaden Literacy networks and investigating the interpersonal relationships, The Pyjama Foundation has with community service organisations, Education Sectors, Federal, State and Local Government. Ultimately providing me with an exemplar of the sustainability of one of society’s most valuable group of individuals.

The term ‘curriculum’ is used in a variety of ways when used in a teaching and schooling context (Churchill, 2013, pg. 186). Typically, the word curriculum refers to the knowledge and skills that a student needs to learn (Abbott, 2013). The Australian Curriculum is used in all Australian states and territories and it outlines the learning standards or objectives that the students are expected to meet. It includes the learning areas of the curriculum, the general capabilities that the students will need to learn the content of the curriculum and the cross-curriculum priorities that engage and support modern learning (Australiancurriculum.edu.au, 2015).

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

An Australian Curriculum has been en route for almost three decades, but due to inadequate support of its implementation, the ongoing developments had been short-lived, until now. This essay will discuss how an Australian Curriculum is a major priority for the 21st century and will look at the construction of this new curriculum including the impact that historic and current learning has had on present developments. Models of curriculum have always provided support to educators, so how do these models relate to the Australian Curriculum? Are they still suitable reference points? And what is the view of the learner? There are many definitions of curriculum, but this essay is going to discuss which definitions are valid for defining the

In recent years, the average Australian university entrance score for education students has dropped dramatically. As a result, parents and politicians around the country have voiced concerns surrounding the quality of future educators Australia will produce. In order to counteract these concerns, pre-service teachers are now required to sit a final literacy, numeracy and science focused exam as a final hurdle for their teacher registration. These exams are designed to set and ensure a nationalised standard for literacy

I believe education is one of the most important tools a person can have in life. Every child deserves to receive the best education possible.  It has always been my passion to help each child discover their individual God given gifts and talents and to reach their full potential.

The contemporary classroom is a rich blend of children from varied backgrounds, all with individual needs, interests and abilities. These students must be able learn in a context that is relevant to their lives and every day experiences as 21st century learners (Australian Curriculum and Reporting Authority, 2013). Integration or integrated curriculum at its core, is solely about making connections (Murdoch & Hornsby, 1997). Connections between core learning areas such as literacy, numeracy or science, create deeper connected understandings when delivered through an integrated curriculum rather than taught in isolation. Making meaningful connections with an integrated curriculum is reflected in current policy documents such as the Australian Curriculum and Reporting Authorities’ [ACARA] (2014) Cross Curricular Priorities and General Capabilities. Integrated curriculum and hands on experiential based or inquiry learning is also promoted by the National Quality Schools Framework (NQFS) document for primary aged children, My time, our place framework for school aged care in Australia (Department of Education, Employment and Workplace Relations, 2011). Integrated programming can be greatly supported by inquiry-based models which provide students’ opportunities to follow their interests and passions through practical and relevant learning experiences (Murdoch, 2010). Inquiry-based

In the field of education there could arise many philosophical ideas of each individual teacher. Many of the past philosophies have been and still are used in today’s education programs, such as the Socratic method. My philosophy will also contain some of the many philosophies of the past and possibly the future. I will state the nature of students, the nature of knowledge, the purpose of public education, method, and curriculum according to my own philosophies, which also may be based the philosophical ideas of previous individuals.