Australian Curriculum

In 2008, Australian education ministers agreed that a national curriculum would play a key role in delivering quality education to all Australians.

As rapidly-increasing technology was changing the way information was shared, a new curriculum was needed to meet the creative way in which students were starting to learn.

Underpinned by a government strategy to equip future citizens with the skills, knowledge and understanding to effectively relate and confidently compete on the world stage, a governing body - the Australian Curriculum Assessment and Reporting Authority (ACARA) - was formed and the new Australian Curriculum was written with the economic survival of the nation in mind (ACARAa, 2011).

Through this essay I will explain how the organisation, new learning styles and society's influence ensures the new Australian Curriculum has been created with a modern progressive approach to equip our young society of learners with the knowledge, skills and understanding to conquer the challenges and uncertainty of the 21st century.

The new Australian Curriculum has been written to ensure future citizens learn skills to engage effectively and prosper in society and to compete in a globalised world and to thrive in the information-rich workplaces of the future (ACARA, 2011, p.27).

The Australian Curriculum's educational goals for young Australians support this by stating successful learners will be able to make sense of their world. (ACARA, 2011, p.7)

But making sense of a constantly-evolving world involves much more than just coming to grips with information technology and global communities. It's making sense of a world that is filled with endless desires for greater material wealth, and a growing lack of peace which is a challenge Jumsai (2007) says curriculum writers need to handle with great care.

He believes in order to write a curriculum worthy of protecting and informing students heading for the uncertainty of the 21st century, one simple question must be asked. "What kind of people do we want our children to become?

The Australian Curriculum views the learner, future citizens, as extremely valuable. This is evident as its objective is to ensure the outcome of the learner is a productive part of society, so in essence they are the key element to Australia's future. Its purpose is to produce an even level of education throughout the country to ensure the nation's sustainability in the 21st century and its aim is to deliver a fair and equitable learning entitlement for students from Kindergarten to Year 12.

The scope of the curriculum includes Government, community, schools, parents and families (The Melbourne Declaration on Educational Goals for Young Australians (MDEGYA) (MCEETYA 2008, page 7) but the main focus of the curriculum is on the student and their impact on society. It takes into account the development and progress of students and their diverse needs, and is written to ensure all young people have the best chances in gaining knowledge and understanding in all learning areas and general capabilities.

Another example of the learner's significance is the references to diversity. (ACARA 2011, p.14) It has been created to take into account that all students have individual learning capabilities and capacities, cultural language backgrounds and different upbringings and they are all applicable. (ACARA, 2011, p.10).

(Tomlinson 1999) said there was no single formula for creating a differentiating classroom, explaining it as an organised yet flexible way of proactively adjusting teaching and learning to meet kids where they were and help them to achieve maximum growth as learners.

Marsh (2010) says having students with very different learning capabilities can be an advantage to the teacher. He believes a diverse range of thinking will create a learning atmosphere that is more creative and open ended.

Brennan also cited by Marsh says the challenge for each classroom teacher who teaches a multicultural class is to reduce prejudice and foster tolerance

The curriculum is informed by factors such as learning theories, human development and a large part of this depends on the different philosophies applied in schools.

The curriculum acknowledges that the classroom teachers are more able to make decisions about how to organise the learning in the classroom for their students and the pedagogical approaches that are needed for learning. (ACARA, 2011, p.14) The teachers will be the ones who will be making the decisions about the pedagogical approach that will give the best learning outcomes.

Teachers are to provide different systems and scope to assist the student with learning to ensure effective learning results for all levels. (ACARA, 2011, p.14)

There are seven areas of the Australian Curriculum being English, Mathematics, Science, Humanities & Social Science, the Arts, Language, and Health & Physical Education.

These learning areas are enhanced by general capabilities which are Literacy, numeracy, Information and communication technology competence, critical and creative thinking, ethical behaviour, personal and social competence, intercultural understanding. They offer beneficial skills, behaviours and outlooks that are developed and applied to the seven learning areas and are a key dimension to the Australian Curriculum. They deepen the learning experiences for students, taking these capabilities on board both in school environment and apply this practically into their own personal lives. (ACARA, 2011, p.17)

The Australian Curriculum has also introduced three subsections called Cross Curriculum which are Aboriginal and Torres Strait Islander histories and cultures, understanding Asia as a country and in an economic and political sense and Sustainability which is to understand the needs for a more sustainable pattern of living and acting to create a more sustainable future. (ACARA, 2011, p.6)

The curriculum is broken down into subjects, and then the subjects are segmented into a structure. Each topic has a planned learning result for the specific age level. (ACARA, 2011, p.23) Teaching strategies, structure techniques and behaviours are the key to putting curriculum theory to practical within the school.

In the new curriculum, it is the teacher's role to understand the pupil's unique learning style, learning strengths, and learning vulnerabilities. (ACARA, 2011, p.9)

This understanding allows them to develop their teaching strategies, and in turn have the students learn more proficiently. Tomlinson (2001) says that good teachers should encourage all students to draw on their individual personal interests and strengths,