Australian Curriculum: Meeting Learner Needs for Engaging Education - Essay Sample

Introduction

The Australian Curriculum is formulated to meet the requirements of learners by offering a relevant, contemporary, and engaging curriculum that strengthens the educational objectives of the Melbourne Declaration. Content descriptions refer to concepts that learners need to obtain. Content elaborations refer to optional ideas that teachers must attain to provide excellent services to the students (Skourdoumbis, 2016). The Melbourne Declaration identified three key areas that ensure learners have tools and language to engage with and better understand their world at a range of levels. The priorities offer national, regional, and global scopes which enrich the Curriculum through enhancement of deliberated and exciting content that fits logically within the learning capacities. The Cross Curriculum priorities enable the conveyance of learning aspects at the same time as developing knowledge, understanding, and skills associated with Aboriginal and Torres Strait Islander Histories and Cultures, Asia and Australia Engagement with Asia, and Sustainability (Barnes et al., 2019). The implementation of the Cross Curriculum priorities encourages engagement between teachers, learners, and society.

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Australian Curriculum General Capabilities identified as meaningful learning for all students is incorporated and recognized by icons in the syllabus and include aspects such as critical and creative, ethical understanding, and literacy (Skourdoumbis, 2016). Besides, it encompasses information and communication technology capability, intercultural understanding, personal and social capability, and numeracy. Other learnings across the curriculum areas include civics and citizenship, difference and diversity, and work and enterprise. The purpose of this paper involves the analysis and critical evaluation of a range of curriculum documents and teaching approaches and to demonstrate how the general capabilities and cross-curriculum perspectives enhance their integration into core curriculum areas (Barnes et al., 2019).

Aim, Knowledge, Understanding, and Skills of Australian Curriculum in the Design and Technology

The objective of the Design and Technology Years 7-10 Syllabuses intends to engage learners in technological invention and innovation and the globe of design while seeking the influence on personal, social, and environments. Students increase their awareness and understanding of strategy concepts and procedures. Besides, comprehending the power of the past, current, and any emerging technologies enhances the feasibility of the Curriculum (Salter & Maxwell, 2016). It is regardless of the individual, society, or environment included in the Curriculum. Knowledge and understanding of the functions of designers, challenges, and trends that impact the work of teachers and students enhance the success of the Curriculum. Furthermore, knowledge and understanding of and skills in invention, ingenuity, and originality strengthen the realization of the Curriculum (Salter & Maxwell, 2016). Skills in dialogue design theories and solutions, education, and comprehension of and abilities in governing resources and creating quality framework solutions offer the best success to the Curriculum.

General Capabilities in the Australian Curriculum

The general capabilities in the Australian Curriculum play a vital role in equipping young Australians to live and work successfully in the modern world. The broad capabilities enhance the learners' knowledge, skills, behaviors, and dispositions (Skourdoumbis, 2016). Learners develop their abilities when they implement the knowledge and skills acquired confidently, effectively, and appropriately in a complex and changing environment, during their school learning activities and in their daily lives away from school. The general capabilities are addressed through the content of the learning areas (Skourdoumbis, 2016).

The general capabilities are recognized where they provide prospects to increase gravity and productivity to student learning via the content amplification, which are offered to give teachers concepts on how to enhance their teaching methods. The utilization of icons to indicate the recognition of the general capabilities in learning area content descriptions and elaborations is essential for the Curriculum (Skourdoumbis, 2016). Teachers should teach and examine the broad capabilities to the extent that they get incorporated within learning area content. State and territory education administrators determine changes in student learning of general skills.

Cross Curriculum Priorities

Cross-curriculum priorities are addressed through learning areas and do not institute Curriculum on their own. They do not occur out of the learning areas. The priorities are recognized where they are established or applied in content depiction. The preferences contain a strong but diverse presence regarding their significance to the learning area. Each priority has a preliminary declaration that describes the reason for its inclusion and outlines how it is perceived in the Curriculum (Barnes et al., 2019). The preferences exist around three significant concepts viewed as vital to learning. Each priority is further enhanced through two or more consolidating theories that offer a framework for linking and increasing content knowledge, understanding, and skills for the learning areas and priority.

The building of the philosophies includes the incorporation of portrayals and embellishments of every learning field as applicable. The set of standardized theories offers a comprehensive guideline that portrays the essential learning and skills for the cross-curriculum priorities (Barnes et al., 2019). Formulating concepts engenders relevance while designing frameworks that covey a progressive learning experience for learners.

Australian Curriculum Structure

The Australian Curriculum has a policy that enhances the success of students, creativity and innovation of learners, and interactive and conscious people. As a design and technology teacher, it becomes crucial that teachers, parents, learners, and other stakeholders recognize what teachers cover, quality of learning, and the progress of their beloved ones (Salter & Maxwell, 2016). Teachers become an integral part of the Australian Curriculum, which exists as a concise and necessary language .practice within the state.

Teachers, especially those in design and technology, must receive support from the curriculum structure of Australia. The Australian organizational and structural features consist of such categories as subjects, strands, sub-strands, and threads, which comprises of learning arrangements across the level of years, groups of schooling that enables sustainability of the Curriculum. The Curriculum engrosses a distinctive structure recognizable but tailored for a specific learning field (Salter & Maxwell, 2016).

The Australian Curriculum

The Australian Curriculum consists of a three-tier establishment that identifies the central significance of punitive understanding, knowledge, and skills concerning general capabilities and cross-curriculum priorities (Barnes et al., 2019). Australian Curriculum disciplinary knowledge incorporates eight learning fields involving science, English, mathematics, health and physical education, arts, technologies and languages, and social sciences. The Curriculum identifies what the fledgling pupils require to know, and the achievements levels illustrating the degree of comprehension and the complexity of knowledge and skill anticipated of each learner at the end of each academic year.

Learning Ares, Achievement Standards, and Work Samples

Essential aspects of the Australian Curriculum aims to realize canons and content accounts. Attributes such as rationale, year-level descriptions, chief philosophies, aims and objectives, and structure and representation of general capabilities and cross-curriculum priorities (Barnes et al., 2019). Achievement levels for every learning field or concept illustrating the desired outcome of learners at each level or module. The measure of achievement involves categorization into two paragraphs. The fist attribute consists of highlighting the expectations of the learners regarding their understanding. At the same time, the second scope incorporates the skills the students acquire to perform duties and tasks associated with what they have learned in class. Such broad objectives define the expected results in the curriculum implementation for any teacher undertaking design and technology course.

The assessment to establish the level of understanding and skills prowess for each module, together with the content description, exhibits a significance in intelligence and motivation for the enhancement of teaching and learning approaches. The measurements equip design and technology teachers with the necessary skills to monitor student learning and make sound decisions concerning student development and productivity (Salter & Maxwell, 2016). The Australian Curriculum offers portfolios of explained teaching methods that demonstrate the desired results for each year and module.

Year or Bands of Years

Each learning field or unit of the Australian Curriculum consists of a series of learning (content portrayals and accomplishment ideals) over a given period. The program diverges to reveal the specific learning platform, including particular evidence-based teaching arrangement, its priority for teaching duration, and the desire for flexibility to help schools in organizing and programming (Salter & Maxwell, 2016).

Subjects such as mathematics and English get incorporated at each level of learning from Foundation-Year 10. Facets of humanities and social sciences, science, and health and physical education gets included at a year level (Gilbert & Hoepper, 2016). Arts, technologies, and languages get integrated at two or 3-year ensembles. Such year level descriptions enhance the quality of teaching through the provision of relevant information regarding the learning contexts that apply to the content descriptions and attainment principles at a specific year or band of years.

Learning Areas, Subjects, and Strands

The learning fields of mathematics, English, health and physical education, and science consist of a single subject. Humanities and social sciences, arts, technology, and languages have multiple disciplines. Each learning field or issue has a structural unit for content called the strand (Gilbert & Hoepper, 2016). The strands are further categorized into sub-strands, which get enriched with content descriptions.

The K-10 Curriculum

The NSW Education Standards Authority (NESA) syllabuses are designed concerning some predominant perspectives about learning. They encompass the NESA K-10 curriculum framework, statement of equity principles, and the Melbourne Declaration on educational goals for young Australians (Taylor, 2016). NESA syllabuses consist of agreed Australian Curriculum content and content that defines the latitude, extent, and depth of learning. The Australian Curriculum accomplishment standards strengthen the syllabus results and the stage testimonials for Early Stage 1 to 5.

The syllabus considers various requirements of all learners in the NESA K-10 curriculum framework and the statement of equity principles. The program identifies vital skills, attitudes, understanding, knowledge, and values. It provides guidelines on what the learners should cover and do in Years 7-10. It also offers structures and courses that teachers can apply to ensure continuity of learning for every student (Taylor, 2016). The prog...