Academic literature on the topic 'Australian national curriculum'
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Journal articles on the topic "Australian national curriculum"
Koerner, Catherine. "Learning the past to participate in the future." International Journal of Critical Indigenous Studies 6, no. 2 (June 1, 2013): 29–40. http://dx.doi.org/10.5204/ijcis.v6i2.101.
Full textGough, Annette. "The Australian-ness of Curriculum Jigsaws: Where Does Environmental Education Fit?" Australian Journal of Environmental Education 27, no. 1 (2011): 9–23. http://dx.doi.org/10.1017/s0814062600000045.
Full textReid, Alan. "National curriculum: an Australian perspective." Curriculum Perspectives 39, no. 2 (September 2019): 199–203. http://dx.doi.org/10.1007/s41297-019-00077-1.
Full textKennelly, Julie, Neil Taylor, and Pep Serow. "Education for Sustainability and the Australian Curriculum." Australian Journal of Environmental Education 27, no. 2 (2011): 209–18. http://dx.doi.org/10.1375/ajee.27.2.209.
Full textBobis, Janette. "International Update: a National Australian Statement on Mathematics." Arithmetic Teacher 40, no. 8 (April 1993): 486–87. http://dx.doi.org/10.5951/at.40.8.0486.
Full textSpain, Stephen. "An Alternative Australian Curriculum Model: Vertical Cubic Curriculum." Learning and Teaching 9, no. 1 (September 1, 2020): 67–89. http://dx.doi.org/10.7459/lt/9.1.06.
Full textScarino, Angela, and Penny McKay. "The Australian Language Levels (ALL) project – a response to curriculum needs in Australia." Australian Review of Applied Linguistics 11, no. 1 (January 1, 1988): 134–46. http://dx.doi.org/10.1075/aral.11.1.11sca.
Full textBonner, Daniel, Paul Maguire, Björn Cartledge, Philip Keightley, Rebecca Reay, Raj Parige, Jeff Cubis, Michael Tedeschi, Peggy Craigie, and Jeffrey CL Looi. "A new graduate medical school curriculum in Psychiatry and Addiction Medicine: reflections on a decade of development." Australasian Psychiatry 26, no. 4 (February 26, 2018): 422–28. http://dx.doi.org/10.1177/1039856218758561.
Full textHarris‐Hart, Catherine. "National curriculum and federalism: the Australian experience." Journal of Educational Administration and History 42, no. 3 (August 2010): 295–313. http://dx.doi.org/10.1080/00220620.2010.492965.
Full textBerlach, Richard G., and Dianne J. Chambers. "Inclusivity Imperatives and the Australian National Curriculum." Educational Forum 75, no. 1 (December 17, 2010): 52–65. http://dx.doi.org/10.1080/00131725.2010.528550.
Full textDissertations / Theses on the topic "Australian national curriculum"
Booth, Sarah. "Teaching Aboriginal curriculum content in Australian high schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1522.
Full textSwincicky, Kevin Bohdan. "A study of a nation-wide pilot program in school mathematics." Curtin University of Technology, Science and Mathematics Education Centre, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=118240.
Full textTwelve teachers and 329 students from the high school and feeder primary schools became involved at the second state of the pilot program. All students were provided with a textbook, and teachers were free to choose how or when these books would be used with their students. Surveys were administered to teachers and students at the beginning of the year and end of the first semester. Tests were designed and administered throughout the study and comparisons were made with the student's WAMSE (Western Australian Monitoring Standards in Education) score. WALNA (Western Australian Literacy and Numeracy Assessment) and the Department of Education and the University of Western Australia's WAMSE scores were used to investigate changes in students' achievement and progress. Interviews with teachers and students were conducted to review the pilot program and investigate anomalies in students' results. The study found differences in students' Achievement and Progress based on WAMSE scores. Most teachers who adopted the program believed that it led to improved student learning and understanding of Number concepts in mathematics. All teachers at the high school and its feeder primary schools have continued to use the ICE-EM textbooks as part of their teaching and learning program. Increased uniformity among the primary schools was beneficial for the high school's Year 8 mathematics program. The results also indicated the need for caution when using State and National testing to report on student progress and achievement.
Henry, Colin, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "CASE STUDIES IN HUMAN RIGHTS EDUCATION AND CRITICAL EDUCATIONAL SCIENCE." Deakin University. School of Education, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041214.144057.
Full textWatt, Michael G., and n/a. "The Role of curriculum resources in three countries: the impact of national curriculum reforms in the United Kingdom, the United States of America, and Australia." University of Canberra. Education & Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20050720.113739.
Full textWalker, Roz. "Transformative strategies in Indigenous education a study of decolonisation and positive social change." Click here for electronic access, 2004. http://adt.caul.edu.au/homesearch/get/?mode=advanced&format=summary&nratt=2&combiner0=and&op0=ss&att1=DC.Identifier&combiner1=and&op1=-sw&prevquery=OR%28REL%28SS%3BDC.Identifier%3Buws.edu.au%29%2CREL%28WD%3BDC.Relation%3BNUWS%29%29&att0=DC.Title&val0=Transformative+strategies+in+indigenous+education+&val1=NBD%3A.
Full textTitle from electronic document (viewed 15/6/10) Presented for the degree of Doctor of Philosophy, University of Western Sydney, 2004. Includes bibliography.
Paolino, Annamaria. "An interdisciplinary intervention : the potential of the Orff-Schulwerk approach as a pedagogical tool for the effective teaching of Italian to upper primary students in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/557.
Full textWilson-Ali, Nadia. "An unfamiliar face, an unfamiliar environment: Investigating educators’ understanding of their attachment relationships with infants and toddlers in Early Childhood Education and Care settings." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2135.
Full textDavy, Vanlyn. "Australian schools: social purposes, social justice and social cohesion." Thesis, 2008. http://hdl.handle.net/1959.13/34335.
Full textIn this dissertation, Van Davy makes a case for a cohesive system of schools which can serve the public — both the national interest and individual interests — while directly addressing the current national schooling system’s failure: * to replace, for the entire student cohort...high levels of student boredom with high interest and engaging curriculum and pedagogy; * to replace, for low SES and indigenous students...low levels of learning outcomes, low enrolment levels in senior schooling, and only brief experience of curriculum choice with a curriculum paradigm providing intrinsic value, understanding of pathways from disempowerment to empowerment, curriculum choice from the earliest years, and schooling outcomes which, over time, equal those of the national cohort of students * to replace a citizenry divided in its support for public, church-based, and exclusionary schools with a community united in its support for a socially agreed set of social purposes for schooling and a new curriculum paradigm, one half of which is generated by this set of social purposes * to address a major political issue: social cohesion The proposed new and cohesive system of schools is envisaged to meet the needs - both Common Good and Individual Good - of the citizenry. It will grow from an earlier and pre-requisite national social agreement around a set of political goals which together sketch a preferred future society - these political goals in the hands of education specialists will generate an "essential" curriculum as one of two elements in a new two-tiered curriculum to be followed from the earliest until the latest years of schooling. The second element, occupying the other half of the curriculum from the earliest to the latest years of schooling, will be an elective curriculum designed to encourage all students to pursue their own interests in as much depth as desired. Studies of sectarian studies will be included in the elective curriculum. Davy’s analysis ranges across a number of disciplines, fusing together a number of viewpoints: historical, political theory, educational performance, and educational theory. It searches Australia’s schooling outcomes, identifies low SES and Aboriginal outcomes as major areas of failure, and challenges a number of widely accepted schooling practices. In the process, Davy discovers OECD and ACER data, but little official interest or analysis, concerning widespread boredom amongst Australia’s students. He argues that, in respect of both low SES students and student boredom, system responsibilities such as the nature of Australia’s curriculum, could be just as implicated as concerns for “teacher quality.” Davy’s interest extends beyond the purely educational. He examines the purposes that public and non-public school authorities articulate, as well as reasons parents give for enrolling their children in schools. From this research Davy identifies several issues and suggests that very considerable “choice” in schooling could be found in a different curriculum paradigm, and that both public and non-public schools are deficient when measured against widely-accepted concerns for religious freedom, social cohesion, and fundamental democratic principles. For Davy, a major political issue confronting Australia is the national imperative of “social cohesion.” He searches Australia’s schooling history for evidence of any social agreement around the social purposes of schooling, including more recent attempts to formulate “essential" and “new basics” and “national” curriculum. He concludes that while many educators, and the OECD, refer to the need for a pre-requisite set of social purposes that outline a preferred future society, the politics of schooling has not permitted this to eventuate and, given the absence of this management fundamental, “it is not surprising that schooling systems are shaped by internal logics (ideologies, religions, personalities, internal politics, quest for advantage and/or privilege) rather than wider concerns for the shape of the globe’s and nation’s future, and the advancement of the twins: Common Good and Individual Good.” With these problems laid bare — low SES and indigenous outcomes, student boredom, and social cohesion — Davy addresses all three simultaneously. He draws confidence from contemporary political theorists proposing political processes which engage the public in a “deliberative democracy.” He constructs a surrogate “foundation of agreed principles” which, he deduces, the processes of deliberative democracy might lead the Australian people to construct, then outlines a step-by-step means by which these principles can generate an essential curriculum for all Australian children, while encouraging a full range of choice within an elective stream. The political processes of open collaboration throughout civil society which produces the social agreement may produce a new political context. This new, less adversarial and more trusting political context is seen to be fertile ground for the replacement of Australia’s fractured schooling system with a cohesive schooling system for the Australian public — an Australian schooling system — to be managed nationally.
Davy, Vanlyn. "Australian schools: social purposes, social justice and social cohesion." 2008. http://hdl.handle.net/1959.13/34335.
Full textIn this dissertation, Van Davy makes a case for a cohesive system of schools which can serve the public — both the national interest and individual interests — while directly addressing the current national schooling system’s failure: * to replace, for the entire student cohort...high levels of student boredom with high interest and engaging curriculum and pedagogy; * to replace, for low SES and indigenous students...low levels of learning outcomes, low enrolment levels in senior schooling, and only brief experience of curriculum choice with a curriculum paradigm providing intrinsic value, understanding of pathways from disempowerment to empowerment, curriculum choice from the earliest years, and schooling outcomes which, over time, equal those of the national cohort of students * to replace a citizenry divided in its support for public, church-based, and exclusionary schools with a community united in its support for a socially agreed set of social purposes for schooling and a new curriculum paradigm, one half of which is generated by this set of social purposes * to address a major political issue: social cohesion The proposed new and cohesive system of schools is envisaged to meet the needs - both Common Good and Individual Good - of the citizenry. It will grow from an earlier and pre-requisite national social agreement around a set of political goals which together sketch a preferred future society - these political goals in the hands of education specialists will generate an "essential" curriculum as one of two elements in a new two-tiered curriculum to be followed from the earliest until the latest years of schooling. The second element, occupying the other half of the curriculum from the earliest to the latest years of schooling, will be an elective curriculum designed to encourage all students to pursue their own interests in as much depth as desired. Studies of sectarian studies will be included in the elective curriculum. Davy’s analysis ranges across a number of disciplines, fusing together a number of viewpoints: historical, political theory, educational performance, and educational theory. It searches Australia’s schooling outcomes, identifies low SES and Aboriginal outcomes as major areas of failure, and challenges a number of widely accepted schooling practices. In the process, Davy discovers OECD and ACER data, but little official interest or analysis, concerning widespread boredom amongst Australia’s students. He argues that, in respect of both low SES students and student boredom, system responsibilities such as the nature of Australia’s curriculum, could be just as implicated as concerns for “teacher quality.” Davy’s interest extends beyond the purely educational. He examines the purposes that public and non-public school authorities articulate, as well as reasons parents give for enrolling their children in schools. From this research Davy identifies several issues and suggests that very considerable “choice” in schooling could be found in a different curriculum paradigm, and that both public and non-public schools are deficient when measured against widely-accepted concerns for religious freedom, social cohesion, and fundamental democratic principles. For Davy, a major political issue confronting Australia is the national imperative of “social cohesion.” He searches Australia’s schooling history for evidence of any social agreement around the social purposes of schooling, including more recent attempts to formulate “essential" and “new basics” and “national” curriculum. He concludes that while many educators, and the OECD, refer to the need for a pre-requisite set of social purposes that outline a preferred future society, the politics of schooling has not permitted this to eventuate and, given the absence of this management fundamental, “it is not surprising that schooling systems are shaped by internal logics (ideologies, religions, personalities, internal politics, quest for advantage and/or privilege) rather than wider concerns for the shape of the globe’s and nation’s future, and the advancement of the twins: Common Good and Individual Good.” With these problems laid bare — low SES and indigenous outcomes, student boredom, and social cohesion — Davy addresses all three simultaneously. He draws confidence from contemporary political theorists proposing political processes which engage the public in a “deliberative democracy.” He constructs a surrogate “foundation of agreed principles” which, he deduces, the processes of deliberative democracy might lead the Australian people to construct, then outlines a step-by-step means by which these principles can generate an essential curriculum for all Australian children, while encouraging a full range of choice within an elective stream. The political processes of open collaboration throughout civil society which produces the social agreement may produce a new political context. This new, less adversarial and more trusting political context is seen to be fertile ground for the replacement of Australia’s fractured schooling system with a cohesive schooling system for the Australian public — an Australian schooling system — to be managed nationally.
de, Leo Joy M. "The global values within education for sustainable development : a case study of education for sustainable development in the Australian national curriculum." Thesis, 2012. http://hdl.handle.net/2440/76572.
Full textThesis (Ph.D.) -- University of Adelaide, School of Education, 2012
Books on the topic "Australian national curriculum"
Collins, Cherry W. Curriculum and pseudo-science: Is the Australian national curriculum project built on credible foundations? Belconnen, A.C.T: Australian Curriculum Studies Association, 1994.
Find full textMarsh, Colin J. Producing a national curriculum: Plans and paranoia. St. Leonards, NSW, Australia: Allen & Unwin, 1994.
Find full textHayllar, Tom, Rex Sadler, and Viv Winter. National English Skills 8 Teacher Book: Australian Curriculum. Macmillan Education Australia, 2011.
Find full textConference, Australian Curriculum Studies Association National Biennial. Education futures & new citizenships: Proceedings of the 10th National Biennial Conference of the Australian Curriculum Studies Assocation. Deakin West, ACT, 2002.
Find full textBook chapters on the topic "Australian national curriculum"
Anderson, Judy. "Forging New Opportunities for Problem Solving in Australian Mathematics Classrooms through the First National Mathematics Curriculum." In Mathematics Curriculum in School Education, 209–29. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7560-2_11.
Full textMöllering, Martina. "Australian Language Policy and the design of a national curriculum for languages." In Hamburg Studies on Linguistic Diversity, 55–74. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/hsld.3.05mol.
Full textHenderson, Deborah. "Globalisation and National Curriculum Reform in Australia: The Push for Asia Literacy." In Second International Handbook on Globalisation, Education and Policy Research, 633–47. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9493-0_37.
Full textHenderson, Deborah. "Globalisation and National Curriculum Reform in Australia: The Push for Asia Literacy." In Third International Handbook of Globalisation, Education and Policy Research, 629–47. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66003-1_36.
Full textHenderson, Deborah, and Joseph Zajda. "The National Curriculum and History School Textbooks in Australia and the Russian Federation." In Globalisation, Ideology and Politics of Education Reforms, 25–39. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19506-3_3.
Full textDoherty, Catherine. "How Can Asia Literacy in the Curriculum Contribute to Dialogues Around ‘Australian Nation-ness’?" In Asia Literacy in a Global World, 73–85. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1068-3_6.
Full textWebb, Michael, and Clint Bracknell. "Educative Power and the Respectful Curricular Inclusion of Aboriginal and Torres Strait Islander Music." In The Politics of Diversity in Music Education, 71–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_6.
Full textZhang, Qinqiong, and Max Stephens. "Teacher Capacity as a Key Element of National Curriculum Reform in Statistical Thinking: A Comparative Study Between Australia and China." In The Teaching and Learning of Statistics, 301–13. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23470-0_36.
Full textAndrews, Trish. "Mining Education Australia." In Cases on Interactive Technology Environments and Transnational Collaboration, 94–113. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-909-5.ch005.
Full textClayton, Berwyn, and Hugh B. Guthrie. "Australia's National Work-Integrated Learning Strategy in University Education." In Global Perspectives on Work-Based Learning Initiatives, 114–41. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6977-0.ch005.
Full textConference papers on the topic "Australian national curriculum"
Mawdsley, Frances, and Siu-Ming Tam. "New abs strategies to promote statistical education under a new national curriculum for statistics." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13102.
Full textHowley, Peter, Ayse Bilgin, and Elena Prieto. "Engaging students and teachers through statistics towards greater connection and social responsibility." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17308.
Full text"Views and Tendencies of Introducing Computational Thinking in Australian Schools [Research in Progress]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4348.
Full textManh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.
Full text"A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4323.
Full textReports on the topic "Australian national curriculum"
Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.
Full textDix, Katherine, Syeda Kashfee Ahmed, Toby Carslake, and Shani Sniedze-Gregory. Evidence of impact underpinning Life Education Programs. Life Education Australia, September 2021. http://dx.doi.org/10.37517/978-1-74286-643-7.
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