Essay about Structure and Development of The Australian Curriculum

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The Australian Curriculum has been a 'long time coming', but its great that it is almost here now. The Australian Curriculum has been designed with some relation to Tyler and Skillbeck's models. It is suspected that theorists such as Piaget were also considered during the development. The Australian Curriculum relates to Piaget's stages of progression, with curriculum being designed for specific levels of maturation and development. With students of this generation, it was incredibly important that an updated, curriculum was to be designed so that it could facilitate the needs of the 21st century learners. This new generation of learners seem to be almost born with basic computer skills, so the ICT program has been completely redeveloped.…show more content…
The quality of learning is based on the students' depth of understanding, amount of knowledge possessed and their sophistication of skills. Acceptable work samples are annotated and provided to teachers to illustrate what is expected of their students when it comes to marking work, or writing reports. The Reporting Framework is used from Foundation to Year Ten to report students' achievements to parents. The reports use an A – E framework which helps parents understand where their child's learning abilities are residing. The Australian Curriculum is also divided into three phases. Phase one includes teachings of English, Mathematics, Science and History. Phase two consists of studies in Geography, Languages and The Arts. Lastly, Phase three includes other learning areas such as Physical Education, ICT studies, civics and citizenship.

The Australian Curriculum could be linked to models of curriculum such as Skillbeck's descriptive model and Tyler's prescriptive model. Tyler's model is likened to the Australian Curriculum by it's structure. Tyler's prescriptive model clearly states goals and objectives that are to be achieved by the end of the lesson/topic/year. This model diverted attention towards school curriculum and ways in which to improve it (Brady & Kennedy, 2010). It encouraged teachers to “reflect explicitly on their educational intent” (Brady & Kennedy, 2010) also assuming teacher professionalism. Much like Tyler's model, the

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