Summary: The Australian Curriculum

The Australian Curriculum, through the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008), declares a national curriculum that is accessed by all students from diverse backgrounds. Its composition include three strands - learning areas, general capabilities and cross-curriculum priorities, providing teachers with flexibility to cater for student diversity and to personalise learning through curriculum adjustments, (ACARA, 2013, p. 5). The scenario of Malika and her class

process of inquiry learning in order to acquire the desired skills and understandings that are embedded within the Australian Curriculum. Reynolds (2014 p3) suggests that Humanities and Social Science learners need to be ‘self-directed, flexible, have complex thinking skills and be reflective of their learning’- these skills are solidly linked to the inquiry process and the Australian Curriculum and is why inquiry learning in the Humanities classroom is so important. (Reynolds, 2014) Inquiry Learning is

Introduction Australian students, in particular those in lower secondary schools, have been found to be disengaged from mathematics learning, leading to a reduction in the number of mathematics students in senior secondary schools and universities (Mack & Walsh, 2013, as cited in Buckley, 2013, p.2; National Curriculum Board [NCB], 2009, p.9; Australian National Numeracy Review Report, 2008, as cited in NCB, 2009, p.10). Such disengagement, together with unsatisfactory achievement and anxiety about

Brief Summary The Victorian government (Australia) announced on Friday it will be getting rid of ‘Religious instructions’ in its public schools and replacing them with courses that educate students on ‘building respectful relationships.’ The Australian state of Victoria traditionally offered students special religious instruction as part of its daily curriculum. Students who chose to take volunteer lead courses would spend 30 minutes each week learning religion, while students who opted-out of

be in cooperated into school programming/curriculum. Bilingualism can be defined as the ability to speak and/or write in two languages. In Australia English is the main language although in 1996, statistics show that 15% (2.5 million people) of the Australian population communicate in a language other than English at home and 42% of the population is born overseas (Australian Bureau Statistics, 1996). Most recently there are around 22 million Australians that speak in approximately 400

this paper will determine a summary of the concepts and skills of the four strands (music, dance, drama and visual arts) of the Creative Arts. Furthermore, identifying and explaining play-based learning as a pedagogical practice will be focusing on this essay. Additionally, this essay will discuss, how play-based learning supports children's sensory, intellectual and aesthetic development and artistic expression using supporting documents such as Australian Curriculum, Assessment and Reporting Authority

appropriately supported, can result in a variety of academic and behavioural problems (Riddick, 2009; Selikowitz, 2012; Skues & Cummingham, 2011). Conversely, learning disabilities, although frequently identified interchangeably with LD within most Australian states and contemporary literature, are distinctly recognised as “neurological and permanent…[and] resistant to intervention” (Skues & Cummingham, 2011, p.160). This report will review the current barriers to academic achievement for students with

within the public school sectors. Key ideas impacting inclusive education are explored within article, when the authors discuss the importance of inclusive education within public schools. By noting the positive benefits of using it in classrooms and Australian context and also the barriers of putting it into place, as has stated by the authors , ‘there is no quick fix’(cited in Anderson & Boyle, 2015. P.16). As well as argues that there still seems to be a ‘significant gap’ between envisioned inclusive

this, the individual lesson plans and the program as a whole are meant to address the primary identified goals of the overall curriculum, namely to improve both the knowledge development and the personal development of students in Western Australia schools in order to provide them with the skills and experience necessary to succeed not only in academics but in life (Curriculum Council, "Framework," 1998). The specific purpose of this learning program is to help develop greater critical thinking skills

1 Surname, Initial EDP 135 Introduction to Curriculum Assignment 2 Integrated Planning Matrix Template Task: Develop an integrated planning matrix and the outline for a lesson series of approximately five lessons in response to one of the scenarios provided. Demonstrate how planning processes from macro to micro levels (whole school to classroom, or program to lesson) - satisfy curriculum demands and the needs of students. Choose one of the scenarios listed in Topic 8 to plan your series of