Structure and Development of Australian Curriculum Essay

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Australia is entering into a new phase of curriculum whereby there will be no state by state curriculum. It will be a national curriculum that is developed by the Australian Curriculum Assessment and Reporting Authority (ACARA). By introducing a national curriculum, the Australian Government is hoping to unify what is taught throughout the states/territories. It is possible to analyse the Australian Curriculum in terms of the definitions of curriculum it incorporates and how it is structured and how this is similar or different to various curriculum models. By using references from various readings and analysing the National Australian Curriculum, this paper will also address the purpose and goal that is promoted by the Australian…show more content…
By being competent members of the community the student will be productive within the community in many different aspects but also would include as a worker. Throughout the Australian Curriculum it mentions about having knowledge and skills as a main focus. By looking at various definitions of curriculum it is evident that the Australian Curriculum covers a broad range of definitions of curriculum, however it does maintain its focus on one main definition of curriculum. That being that the curriculum is what will be taught and what students need to learn. The Australian Curriculum is structured by being divided into seven different sections. As outlined in the ACARA Information Sheet Structure of the Australian Curriculum (2010) these elements are a rationale, aims, organisation overview, content descriptions, achievement standards which include work samples, general capabilities and cross-curriculum priorities. The scope of the National Curriculum is divided into year levels, Foundation to Year 2, Years 3-8, Years 9-10 and Years 11 and 12. ACARA are catering for the developmental needs of the students in each category, for example in Foundation to Year 2 the child has a natural curiosity about their world and their desire to make sense of it, in Years 3 to 8 students move from concrete to abstract thinking, Years 9 to 10 is the transition into adulthood and in Years 11 and 12 students need to be
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