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Статті в журналах з теми "Australian national curriculum"
1
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.
Повний текст джерелаАнотація:
Indigenous curricula content, including particular narratives of Australian colonial history are highly contested in contemporary Australia. How do white Australians understand Australia’s colonial past and its relevance today? An empirical study was conducted with 29 rural Australians who self-identified as white. Critical race and whiteness studies provided the framework for analysis of the interviews. I argue that they revealed a delimited understanding of colonial history and a general inability to link this to the present, which limited their capacity to think crossculturally in their everyday living - activities considered crucial in the contemporary move to Reconciliation in Australia. The normative discourse of white settler Australians to be ‘Australian’ is invested in the denial of Indigenous sovereignty to protect white settler Australian claims to national sovereignty. The findings support arguments for a national curriculum that incorporates Indigenous history as well as an Indigenous presence throughout all subject areas.
2
Gough, 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.
Повний текст джерелаАнотація:
AbstractThis paper reviews Australian Government actions related to environmental education, particularly in the past decade, and examines the actions forthcoming from two national action plans (Environment Australia, 2000 and DEWHA, 2009), the implementation strategy for the Decade of ESD (DEWHA, 2006) and developments related to the Australian Curriculum. This analysis is inspired by the Australian-ness of the metaphor of the curriculum as a jigsaw puzzle suggested by Robottom (1987), the seemingly constant battle for survival in the formal curriculum that environmental education has faced since the 1970s (Fensham, 1990; Gough, 1997), and the ongoing tensions between science education and environmental education in Australia's formal school curriculum.
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Reid, 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.
Повний текст джерела
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Kennelly, 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.
Повний текст джерелаАнотація:
A national curriculum is presently being developed in Australia with implementation due during 2014. Associated standards for the accreditation of teachers and for teacher education providers have been prepared with the standards describing skills and attributes that teachers are expected to attain. The developing Australian Curriculum, along with the teacher accreditation and initial teacher education program standards, claim to support guiding statements that describe aspirations for all young Australians. Those guiding statements acknowledge that ‘sustainability’ is an essential element of education for young people in Australia. However ‘sustainability’ is unconvincingly represented in the curriculum and is not visible in the standards. This could potentially result in its omission from teacher education and qualification at all levels. A similar situation already exists in New South Wales (NSW). This article illustrates the positioning of five freshly graduated primary teachers within the context of their five NSW schools and from this distils implications for teaching ‘sustainability’ within the developing national proposals.
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Bobis, 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.
Повний текст джерелаАнотація:
A National Statement on Mathematics for Australian Schools (Australian Education Council and the Curriculum Corporation 1991) wa released in July 1991. This document is the result of a collaborative project whose recommendations are to be implemented by the State and Territory Government education systems in Australia. It does not prescribe a panicularcurriculum but supplies a framework around which system and schools in the proces of planning can structure their mathematic curriculum.
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Spain, 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.
Повний текст джерелаАнотація:
This paper proposes an alternative curriculum model to the current Australian Curriculum, which is underpinned by a Systems Thinking methodology (Capra & Luisi 2014). Entitled a Vertical Cubic Curriculum (VCC), this design takes advantage of intelligent design tools whilst drawing on principles from the Australian Vertical Modular Curriculum (Education Department of Victoria, Australia 1980) and the three-dimensional structure proposed by Wragg’s Cubic Curriculum (Wragg, 1997). The VCC proposes an age mixed, multidimensional curriculum space (Carey, 2016) that promotes student voice and student self-efficacy; enabling teachers and students to co-construct a ‘learning curriculum.’ The VCC employs a cubic structure both as a proposed National Framework and as an implemented Cubic Vertical modular design at school level. The VCC is a highly flexible model that fosters metacognitive learning and formative (diagnostic) assessment as a continuum of development.
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Scarino, 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.
Повний текст джерелаАнотація:
Abstract The Australian Language Levels (ALL) Project is a national project funded jointly by the Curriculum Development Council, Canberra and the S.A. Education Department. It has been set up to develop an organizational framework and curriculum guidelines which will permit all those involved in language education (teachers, syllabus planners, advisers, curriculum writers) to work together to bring about curriculum renewal in language teaching in Australia. This paper examines the curriculum implications of the complexity of the language situation in Australia and the processes through which the ALL Project is responding to curriculum needs in the languages field on a national scale.
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Bonner, 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.
Повний текст джерелаАнотація:
Objectives: The aim of this study is to reflect upon the rationale, design and development of the Psychiatry and Addiction Medicine curriculum at the Australian National University Medical School, Canberra, Australian Capital Territory, Australia. Conclusions: We conclude that the development of the fourth-year curriculum of a four-year graduate medical degree was a complex evolutionary process.
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Harris‐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.
Повний текст джерела
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Berlach, 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.
Повний текст джерелаДисертації з теми "Australian national curriculum"
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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.
Повний текст джерелаАнотація:
Many misconceptions about Aboriginal and Torres Strait Islanders stem from Australia’s period of colonisation in the 18th and 19th centuries when Indigenous people were believed to be inferior by European settlers. It is disturbing that after 200 years these negative ideas still exist and are often perpetuated through the mass media. Even though schools are well positioned to challenge these colonial values; unfortunately there are many factors which affect the depth and quality of teaching Aboriginal content, such as culture, history and contemporary issues.
The government has aimed to disperse the inconsistencies associated with teaching Aboriginal perspectives by implementing a new Australian Curriculum with prescribed Aboriginal content. However, these changes will only have an impact if teachers are equipped and motivated to implement them. Therefore, understanding what influences teachers’ choice of content and approach to teaching Aboriginal Studies was a key aspect of this study. To explore these influences, non-Aboriginal teachers were interviewed at both government and independent schools. A desktop audit analysing the courses at Western Australian universities placed the participants’ responses into context of the pre-service and in-service learning available. An audit of the Australian Curriculum explored the expectations placed on teachers and the depth to which Aboriginal perspectives can be taught or avoided in secondary schools.
This study identified four key issues that affected the teaching of Aboriginal curriculum content by non-Aboriginal teachers. These factors are: time management, school culture, teacher interest and preconceived ideas of both teachers and students. These issues must be addressed in order to improve the quality teaching of Aboriginal perspectives by standardising in-service learning and pre-service learning. Furthermore, improving cultural competency and acknowledging Aboriginal culture is critical at every school, regardless of the number of Aboriginal students. This study also revealed that the presence of an Aboriginal and Islander Education Officer could have a big impact in providing support, information and an Aboriginal presence at the school. Without these changes it will be difficult to disperse colonial values and challenge negative stereotypes
2
Swincicky, 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.
Повний текст джерелаАнотація:
There has been much debate over many years in the Australian Federal Parliament on the implementation of a national curriculum in mathematics. In 2004, the Government, under the direction of the then Minister for Education Brendon Nelson, initiated a national mathematics program for students in lower secondary high schools and primary schools. The Australian International Centre for Excellence was commissioned to implement a pilot program and called for expressions of interest to participate from high schools across the nation. At that time I was working as the Acting Head of the Mathematics Department at a senior high school in a large Western Australian country centre. I was concerned with the content and level of difficulty in many of the textbooks that were available for our students and also the processes used in these textbooks (or by teachers) to assist students to gain mastery of the basic mathematical concepts in the Outcome Number. I decided to apply to participate in the pilot program on behalf of my school, and my application was accepted. In the first stage of the program two classes of both Year 8 and Year 9 students were selected. One of my cooperative colleagues and I found out very early that the Year 8 ICE-EM textbook was too difficult for many of these students as they lacked the skills to do much of the work in the Outcome Number. These students had very different learning experiences in their primary school mathematics, with schools and teachers placing different emphases on each of the Outcomes in mathematics. The opportunity to modify our school's Year 8 program and to implement change in the high schools' feeder primary schools occurred with the second stage of the pilot program's Transition Phases 1 and 2, due for implementation in 2007.Twelve 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.
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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.
Повний текст джерелаАнотація:
This thesis offers an account of the history and effects of three curriculum projects sponsored by the Australian Human Rights Commission between 1983 and 1986. Each project attempted to improve observance of human rights in and through Australian schools through participatory research (or critical educational science). That is, the research included, as a conscious feature, the effort to develop new forms of curriculum work which more adequately respect the personal and professional rights of teachers, especially their entitlement as persons and professionals to participate in planning, conducting and controlling the curriculum development, evaluation and implementation that constitutes their work. In more specific terms, the Australian Human Rights Commission's three curriculum projects represented an attempt to improve the practice and theory of human rights education by engaging teachers in the practical work of evaluating, researching, and developing a human rights curriculum.
While the account of the Australian Human Rights Commission curriculum project is substantially an account of teachers1 work, it is a story which ranges well beyond the boundaries of schools and classrooms. It encompasses a history of episodes and events which illustrate how educational initiatives and their fate will often have to set within the broad framework of political, social, and cultural contestation if they are to be understood. More exactly, although the Human Rights Commission's work with schools was instrumental in showing how teachers might contribute to the challenging task of improving human rights education, the project was brought to a premature halt during the debate in the Australian Senate on the Bill of Rights in late 1985 and early 1986. At this point in time, the Government was confronted with such opposition from the Liberal/National Party Coalition that it was obliged to withdraw its Bill of Rights Legislation, close down the original Human Rights Commission, and abandon the attempt to develop a nationwide program in human rights education. The research presents an explanation of why it has been difficult for the Australian Government to live up to its international obligations to improve respect for human rights through education. More positively, however, it shows how human rights education, human rights related areas of education, and social education might be transformed if teachers (and other members of schools communities) were given opportunities to contribute to that task. Such opportunities, moreover, also represent what might be called the practice of democracy in everyday life. They thus exemplify, as well as prefigure, what it might mean to live in a more authentically democratic society.
4
Watt, 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.
Повний текст джерелаАнотація:
This project examines the impact of standards-based and curriculum
reforms on the role of materials in educational systems in the United
Kingdom, the United States of America, and Australia. The project focused
on identifying activities undertaken by publishing companies and in
educational systems to develop, select and use materials in the context of
standards-based and curriculum reforms by investigating: (1) research
literature about the publishing industry, the policies controlling the
adoption of materials, and the patterns influencing the use of materials in
schools in the United States; (2) the perceptions of educational publishers
about the impact of these reforms on the new materials developed by their
companies to meet the needs of schools in implementing these reforms; (3)
the impact of national curriculum reforms in the United Kingdom on the
materials� marketplace; (4) the impact of the national standards movement
in the United States on the materials� marketplace; (5) the impact of state
standards in the United States on various aspects relating to materials
designed to support these reforms; (6) the impact of national curriculum
collaboration in Australia on the materials� marketplace; and (7) the impact
of state and territory curricula in Australia on various aspects relating to
materials designed to support these reforms. The report concludes by
applying categories defined in a typology to classify various activities
relating to the development, selection and use of materials identified in
educational publishing and educational systems in the United Kingdom, the
United States and Australia. Samples and questionnaires relating to surveys
and a bibliography are appended.
5
Walker, 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.
Повний текст джерелаАнотація:
Thesis (Ph.D.) -- University of Western Sydney, 2004.Title from electronic document (viewed 15/6/10) Presented for the degree of Doctor of Philosophy, University of Western Sydney, 2004. Includes bibliography.
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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.
Повний текст джерелаАнотація:
Since the second half of the twentieth century, Italian has been the second language spoken in Western Australia. In the primary school sector, there are over two hundred Italian teachers engaged with primary students. Many Italian teachers also use music/song as a pedagogical tool. The first part of the research examines the extent that music/song is used in primary Italian classes, as well as how and why they are used. The second part of the research centres on the use of the Orff-Schulwerk approach as an integrated music approach to teaching Italian. The research examines the success of a trialled intervention with a group of upper primary Italian language teachers, as well as exploring the support that is required to support Italian as a second language specific to upper primary contexts.
The research findings conclude that the novelty of the Orff-Schulwerk approach is considered effective in the teaching and learning of Italian. However, the research also highlights a number of constraints, which need to be addressed if teachers are to provide students with a rich and engaging curriculum.
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Wilson-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.
Повний текст джерелаАнотація:
Attachment theory has influenced research, policy and practice over the last six decades, offering a framework for understanding risk and protective factors in early childhood. However, this work has primarily been influenced from a medical health or psychological perspective. Despite the literature highlighting the importance of attachment relationships, there is limited research relating to educators’ knowledge and understanding of attachment theory. The first years of life are considered a sensitive period for attachment development, and with families increasingly utilising formal care for their infants and toddlers, educators are in a prime position to use attachment theory to inform their practices within education and care (ECEC) settings. The aims of this study were to investigate educators’ knowledge and understanding of attachment theory and the practices they use to support the development of secure infant/toddler–caregiver relationships.
Drawing upon an interpretive theoretical framework, this study focused on understanding attachment theory and practice from multiple perspectives through the voices of early childhood educators. Using multiple methodologies such as a mixed method design enhances an interpretive framework. Data was collected via an online survey through a closed Facebook page as well as personal contacts of the researcher, email and snowballing. From this survey, 488 Australian educators responded demonstrating a wide interest in the topic of attachment. One early childhood service was selected to participate in semi-structured interviews. Observations of their attachment practices were documented using the Reflect, Respect, Relate tool. Quantitative data was analysed using Qualtrics software with Nvivo used for qualitative data to code key concepts and emerging themes. A national survey provided a general picture of educator perceptions and practices whilst the observations and interviews supported a deeper exploration into themes emerging from the survey.
Findings highlighted educators’ desire to access further support to understand how to interpret the Early Years Learning Framework (EYLF) and associated documents in relation to attachment theory. The EYLF proposes that children feel “safe, secure and supported” when they develop attachment relationships with educators (Department of Education, Employment and Workplace Relations [DEEWR], 2009, p. 21). However, little guidance is provided within the framework or accompanying resources about how educators should approach this relationship development. Educators who participated in the study drew upon multiple approaches to support the development of attachment relationships. Their approach varied according to knowledge, understanding and personal experiences of participating in attachment relationships. Additionally, findings indicated that educators require support and access to sufficient knowledge and ongoing professional development relating to attachment theory that is specifically targeted toward ECEC settings. This study is unique in that it investigated the challenges of attachment theory from an educator’s perspective rather than a psychological lens. This research hopes to build upon the existing knowledge of educators and highlight the importance of attachment theory to inform strategic direction and policy development.
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Davy, Vanlyn. "Australian schools: social purposes, social justice and social cohesion." Thesis, 2008. http://hdl.handle.net/1959.13/34335.
Повний текст джерелаАнотація:
Research Doctorate - Doctor of Philosophy (PhD)In 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.
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Davy, Vanlyn. "Australian schools: social purposes, social justice and social cohesion." 2008. http://hdl.handle.net/1959.13/34335.
Повний текст джерелаАнотація:
Research Doctorate - Doctor of Philosophy (PhD)In 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.
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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.
Повний текст джерелаАнотація:
History shows that society looks to education to develop the values, knowledge and skills needed to address contemporary challenges and to create the kind of society and lifestyles that are appropriate to the time, place and context. This is particularly so in times of crisis and rapid change such as those encountered today. The inter-related issues of climate change, environmental degradation, globalisation and the global financial crisis (GFC), population explosion, growing intercultural and inter-religious conflict, and increasing social concerns and inequities, confront education with many complex challenges. This policy-oriented study examines the nature of these global challenges and ways of addressing them through values-based Education for Sustainable Development (ESD), with specific reference to key international documents and reports. It identifies the most commonly expressed values, knowledge and skills involved in Education for Sustainable Development (ESD) in a selection of United Nations (UN) documents and international agreements relevant to key socio-cultural, socio-economic, and environmental perspectives of sustainable development. These are collated, analysed and presented as a guide for schooling to address, while complementing local cultural and national values. The global values are compared to Australian values, with those in the National Framework for Values Education in Australian schools (NFVE), and in the Australian National Curriculum for schooling.
From an extended examination of international and Australian documents, and the work of scholars in the field, this study reviews the educational thinking that led to current concepts of Education for Sustainable Development (ESD), with particular emphasis on values. It is argued that schools operate in three ways, by what they teach, by how they teach and by the kind of place the school is, which are examined in this study in terms of quality and effectiveness for values-based teaching and learning for a sustainable future. An investigation of the Australian National Curriculum for Schooling is undertaken as a case study to test: (a) the global values for ESD identified from UN documents; (b) the knowledge and skills for ESD gleaned from relevant international and Australian documents; and (c) the quality characteristics of ESD identified in this study, to form evaluative criteria for implementing values-based ESD. The analysis examines the extent to which the Australian National Curriculum is designed to service the goal of sustainable development, with recommended modifications and adjustments. The Australian National Curriculum is also tested against a philosophical and values-based framework for its coherence, consistency and strength, and particularly, for its usefulness in creating a peaceful, just and sustainable society. It is argued that the issues addressed by Education for Sustainable Development are too important to be under-represented in the Australian National Curriculum, and merit serious and thorough consideration in the context of a rapidly changing world. Although this study discusses the nature of school-based Education for Sustainable Development, the underpinning principles and evaluative criteria for ESD may be extended to all levels of education. The Appendixes that accompany this study are contained in a separate volume for easy reference and are designed to be referred to alongside the text in this volume.Thesis (Ph.D.) -- University of Adelaide, School of Education, 2012
Книги з теми "Australian national curriculum"
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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.
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Marsh, Colin J. Producing a national curriculum: Plans and paranoia. St. Leonards, NSW, Australia: Allen & Unwin, 1994.
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Hayllar, Tom, Rex Sadler, and Viv Winter. National English Skills 8 Teacher Book: Australian Curriculum. Macmillan Education Australia, 2011.
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Conference, 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.
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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.
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Möllering, 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.
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Henderson, 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.
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Henderson, 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.
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Henderson, 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.
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Doherty, 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.
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Webb, 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.
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AbstractThis chapter argues for the full, respectful curricular inclusion of Aboriginal and Torres Strait Islander music in order to promote a more balanced and equitable social and cultural vision of the nation-state in Australian schools. It challenges views that claim Indigenous cultures have been irretrievably lost or are doomed to extinction, as well as the fixation on musical authenticity. We propose that the gradual broadening of Indigenous musical expressions over time and the musical renaissance of the new millennium have created an unprecedented opportunity for current music educators to experience the educative power of Aboriginal and Torres Strait Islander music. This means that culturally nonexposed music teachers can employ familiar musical-technical approaches to the music even as they begin to more fully investigate the music’s cultural-contextual meanings. The chapter considers issues that impinge on the music’s educative power, especially those relating to its definition, its intended audiences, and pedagogies. It aims to help clear the way for the classroom to become an environment in which students can sense the depth and vitality of contemporary Australian Indigenous music.
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Zhang, 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.
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Andrews, 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.
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Due to a range of social and economic factors, Australian institutions have struggled to meet the demand for highly trained professionals for the minerals industry in recent years. In order to address this issue, Mining Education Australia, a consortia of four of Australia’s mining schools was established to develop and deliver a common curriculum for mining engineering education.. The use of technology to support the delivery of this common curriculum is integral to the success of this initiative. This chapter outlines the challenges in such collaborations and discusses the range of corporate and open source technologies selected and adopted to overcome these challenges to enable collaborative teaching and learning activities in this trans-national program.
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Clayton, 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.
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This chapter describes how the development of work-integrated learning (WIL) has become an increasingly important component of both curriculum and pedagogy across a wide range of disciplines in Australia's universities. This has been driven by institutions reacting to government and industry demands for work-relevant degrees and work-ready graduates. The chapter analyzes five of the eight action areas in the National WIL Strategy. A number of barriers to further implementation are identified and discussed, including funding, institutional constraints, assessment challenges, and employer capacity, particularly in smaller companies. Ways forward include developing quality information and the resources to support implementation, growing champions of the process in institutions and employers, and developing alternative approaches to delivery given the pressure placed on industry for work placements by all sectors of Australian education.
Тези доповідей конференцій з теми "Australian national curriculum"
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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.
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The Australian Bureau of Statistics (ABS) seeks to positively support the teaching of statistics across the Australian education sector, and recognises the importance of national curricula as a vehicle for achieving this outcome. Working collaboratively with the Statistical Society of Australia (SSAI), ABS has taken a deliberate and strategic decision to influence, when possible, inclusion of more statistical content within Australian curricula. This paper discusses how ABS Education Services is adopting new strategies to promote statistical education in the context of new curricula, enhancing suites of free education resources, and building new partnerships to bring statistical literacy competencies to life for both teachers and students.
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Howley, 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.
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Arresting statistical anxiety and connecting students with statistics is critical in the big data age and for future generations to be socially responsible citizens. This paper outlines a national project-based learning activity, which facilitates interdisciplinary projects, engages students from varied backgrounds with varying areas of interest, and develops key communication, research and statistical skills aligned with national school curriculum outcomes. Allowing students to take the lead, determine the context and self-diagnose are powerful motivators. A mentoring model connecting industry, primary, secondary and tertiary educators has been invaluable to the project’s success. Australian school teachers are saying “21st Century learning at its best”, “motivates and engages students”. Mentors are saying “I was inspired by their keenness”, “provides students a unique opportunity”. Students are saying “engaging, educational and enjoyable”. Over 1000 students engaged with the competition in 2016.
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"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.
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Aim/Purpose: This paper discusses theoretical and curricular aspects of computational thinking in curriculum and challenges noticed on introducing recent ICT perspectives in Australian Schools. Background: It presents the way computational thinking is defined and understood in curriculum documents and a set of relatively new implementations that were de-signed nationally and in the New South Wales state. Methodology: This paper uses qualitative research methods such as content analysis and text analysis methods. Contribution This research analyzes some recent trends in introducing computational thinking and explore the was these reforms are described in the official documents. Findings: It was noticed that although the importance of computational thinking was highly emphasized, the documents cannot describe a consistent implementation of this set of educational policies, as at this time implementing computational thinking largely underperforming. Recommendations for Practitioners: It is recommended a more systemic way of designing policies and curriculum content for the integration of computational thinking in Australian schools. Future Research: Future research needs to explore reasons for delaying these reforms of introduc-ing computational thinking.
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Manh 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.
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[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
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"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.
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Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by sharing power between the teachers and the students, providing multiple assessments, evaluations, and feedback mechanisms. Methodology: This study seeks to find out if the PM course syllabi reflect the attributes of a learner-centred pedagogy through a content analysis of 76 PM course syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) in the USA. Contribution: On the issue of PM content, only seven percent (7%) of the syllabi articulate that students would be involved in “real world” experiential projects or be exposed to the Project Management Body of Knowledge (PMBOK) areas and process groups. Findings: The results reveal that PM instructors fall short in creating a community of learners by not disclosing their teaching philosophy, beliefs, or assumptions about learning and tend not to share power, and do not encourage teacher-student interactions. Recommendations for Practitioners: Schools should try to align their programs both to the local and the national job markets by engaging PM practitioners as advisors. When engaged as ad-visors, PM practitioners provide balance and direction on curriculum design or redesign, emerging industry innovations, as well as avenues for internships and job opportunities. Recommendation for Researchers: PM has various elements associated with entrepreneurship and management and is also heavily weighted towards the use of projects and technology, making it a good candidate for learner-centred pedagogy. However, researchers should explore this assertion further by comparing the attainment of learning outcomes and students’ overall performance in a learner-centred and a non-learner-centred PM course. Impact on Society: To minimize this talent deficit individuals as well as the academy should invest in PM education and one approach that may increase the enthusiasm in the PM coursework is having a learner-centred pedagogy. Future Research: Researchers should explore this line of research further by gathering syllabi from other regions such as the European Union, Asia, Africa, Australia, etc. as well as conduct a comparative study between these various regions in order to find if there are similarities or differences in how PM is taught.
Звіти організацій з теми "Australian national curriculum"
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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.
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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Dix, 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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This rapid evaluation of core Life Education programs conducted by the Australian Council for Educational Research (ACER) in June 2021 is an independent investigation that demonstrates the evidence base underpinning Life Education programs in primary schools Australia-wide. It presents a national snapshot by drawing upon existing Life Education-specific evaluation data, existing ACER student wellbeing data, and accepted best practice in the field of student health and wellbeing education. The project addressed the key evaluation questions: How are core Life Education programs underpinned by evidence-based best practice, and how are core Life Education programs impacting primary-aged student wellbeing outcomes that align to the health and physical education Australian and State Curriculums?