Critiquing Current Development of National Curriculum in Australia – Essay Example

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The paper “ Critiquing Current Development of National Curriculum in Australia” is a convincing variant of an essay on education. The future of Australia relies heavily on every citizen to have vital knowledge, skills, understanding, and values for a productive and rewarding life in an educated and just society. Thus, various education systems are undergoing restructuring and consolidation of governance through the implementation of the national curriculum, standardization, and centralization. This essay will try to address the development of the national curriculum and its related effects in order to achieve high-quality schooling.

Australian students must be able to have the capacity to exercise wise judgment and responsibility in matters that relate to social justice and ethics. The introduction of a new national curriculum responds to the needs, interests, and concerns of the Australian students with the recommended use of explicit teaching and upcoming technologies. The ongoing development and delivery of socially just schooling need an active engagement with the rights, entitlement, and requirements of indigenous Australians. Both indigenous and other Australian students ought to have the same educational opportunities while they remain strong in their culture and language in cross-cultural situations. A successful approach to be used in teaching and learning of Australian students must be integral to the implementation of a dynamic and responsive curriculum.

Development of the national curriculum mandates the development of fundamental skills, knowledge, and attitudes in every student and capacity building. They will be able to focus the world critically and to act independently and responsibly (DEST, 2008). The lives of the nation’ s future citizens are shaped by education. The Intellectual, personal, social, and educational needs of young people are addressed when ideas about the goals of education are changing or evolving.

Globalization and the advancement of technology have placed greater demands on educations and skills development in Australia (Bagnall, 2010). Young people need a wide and adaptive set of skills, knowledge, and understanding in order to meet the expectation of society. They are three models of curriculum reform, namely; top-down approach of the teacher-proof curricula, the bottom-up approach of school-based curriculum development and the action research movement, and also collaborative partnerships of schools, professional associations, and relevant stakeholders (DEST, 2008). Hall (1999) points out that Bourdieu challenged the idea of schools as the site of social reproduction, but suggested schools as sites of negotiation between capitalism and other forces in youths’ lives.

Education has a vital role in creating young people who can take responsibility in the future for Australia. Therefore it should address the intellectual, personal, social, and economic development of young people. Due to increased global integration, mobility and interdependence, it has called for greater religious tolerance; a sense of global citizenship, appreciation of cultural diversity among the people of Australia (Carrington, 2001, p. 186).

The development of the national curriculum accommodates the mobility of students and teachers across state and territorial boundaries within Australia. The National Declaration draft 2008 made a commitment to support every young Australian to become successful learners with the confidence, active and informed citizens, and general promotion of equity in education. Crucial content and achievement standards that are expected from every student at every year of schooling are set in the national curriculum (DEST, 2008).

References

Bagnall, N. (2010).Globalization. In, Connell, R., Campell, C., Vickers, M., Welch, A., Foley, D., Bagnall, N., and Hayes, D.(Eds) Education, Change, and Society.Melbourne: Oxford.

Booher-Jennings, J. (2008).Learning to label: Socialization, gender, and the hidden-curriculum of high stakes testing. British Journal of Sociology of Education, 29(2), 149-160

Brianta, E., & Doherty. (2012).Educators mediating curricular reform: anticipating the Australian curriculum, Teaching Education, 23(1), 51-69

Carrington, V. (2001).Globalization, family, and the nation-state: reframing ‘family’ in new times. Discourse: studies in the cultural politics of education, 22(2), 185-196

DEST. (2008). National Values Framework for Values Education in Australian schools, retrieved July 2012 from DEST website http://www.curriculum.edu/values/val_about_national_values_education,8771.html

Hardy, I., & Boyle, C. (2011).My school? Critiquing the abstraction and quantification of education. Asia-Pacific Journal of Teacher Education, 39(3), 211-222

Hatton, E. (Ed.). (1998).Curriculum and the social context of schooling (2nd). Sydney: Harcourt Brace

Johnson, B., &Reid, A. (1999). Contesting the curriculum. Wentworth Falls: Social Science press

Keddie, A., & Mills, M. (2007).Teaching for gender justice, Australian Journal of Education, 51(2), 205-219

Meadmore, D., & McWilliam, E. (2001).The corporate curriculum: Schools as sites of new knowledge production. Australian Educational Researcher, 28(1), 31-45

Mills, K. (2008).Will large scale assessment raise literacy standards in Australian schools? Australian Journal of Language and Literacy, 31(3), 211-225

Rennie, J. (2006).Meeting kids at the gate: The Literacy and numeracy practices of a remote indigenous community. Australian Educational Researcher, 33(3).123-142

Vickers, M. (2010).Curriculum. In, Connell, R., Campell, C., Vickers, M., Welch, A., Foley, D., Bagnall, N., and Hayes, D. (Eds) Education, Change, and Society.Melbourne: Oxford

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