Introduction to Curriculum - Australian Curriculum

Introduction to Curriculum - Australian Curriculum

By Richard Kant

1. Introduction

Curriculum has various meanings and interpretations and there is much debate among education scholars on its meaning. All states and territories have agreed on a national curriculum and development of the Australian Curriculum (AC) could be compared to many models. The structure of the AC caters to the needs of diverse 21^st century learners. Prior to the national curriculum, Victorian schools referred to Victorian Essential Learning Standards (VELS) and recently Australian Victorian Essential Learning Standards (AusVELS). Both VELS and AusVELS learning areas are comparable to the national curriculum developed by Australian Curriculum, Assessment and Reporting Authority (ACARA) and international curriculum models such as the International Baccalaureate (IB) Primary Years Program (PYP).

2. Definition of curriculum

Curriculum has various definitions and interpretations (Kennedy & Brady, 2010) and the plethora of these definitions and interpretations can be ambiguous (Yates and Collins, 2008). Marsh (2010) views curriculum as “WHAT is taught in school” (Marsh, 2010, p.98) but also gives another broader definition, defining it as, “an interrelated set of plans and experiences which a student completes under the guidance of the school” (Marsh 2010, pp.93). This definition could be interpreted as meaning curriculum that is implemented in schools and planned by teachers, school councils and external specialists. It is planned in advance to be completed over time and these planned experiences and activities are blended with unplanned activities and experiences (Marsh, 2010). This interpretation, though conflicting with other education scholars (Kennedy & Brady, 2010), seems to be a definite idea of what curriculum means. The various definitions of curriculum seem to range from very specific to broad definitions and are comparable to Marsh (2010) and the view of the ACARA.

Firstly, Robert Hutchins defines curriculum as subject matter that should include permanent studies such as “the rules of grammar, reading, rhetoric and logic, mathematics and, at the secondary level, the greatest books of the Western World” (in Wiles, 2005, p.5). Hutchins’s definition could be comparable to ACARA (2012a) as the national curriculum in Australia comprises of core learning areas/subjects. This suggests that ACARA (2012a), like Hutchins, views the importance of core curriculum as a solid foundation and that curriculum is subject matter to be taught. In comparing Hutchins definition to Marsh’s (2010), Hutchins’s definition could be viewed as very narrow. He does not include the term planning in his definition and any societal values (Whitton, 2010) as part of curriculum. He describes curriculum as permanent studies. Marsh’s (2010) definition of curriculum is much broader in scope. He defines curriculum in terms of planning and implementation that includes both planned and unplanned experiences. These unplanned experiences may include societal goals and values (Whitton, 2010).

Secondly, Elliot Eisner defines curriculum as a plan where “a series of planned events are intended to have educational consequences for one or more students” (in Wiles, 2005, p.5). This definition is vague but similar to Marsh (2010) in one way being that curriculum is planned. However, Marsh’s (2010) definition extends further by including unplanned activities and experiences.

Lastly, George Posner (1992) describes curriculum on five levels being official (written), operational, hidden, null and extra curriculum. Posner’s (1992) perspective of curriculum extends beyond the classroom, which could be comparable to Marsh’s (2010) definition as both authors refer to the importance of the unplanned or hidden curriculum. Posner’s (1992), and Marsh’s (2010) definition of unplanned and hidden curriculum seems to align with ACARA. For example, in preparing the Draft Shape of the Australian Curriculum: Health and Physical Education (ACARA, 2012c), the document was prepared using Bain’s (1990) textbook, “A critical analysis of the hidden curriculum in physical education”. This reference demonstrates that ACARA (2012a) has not underestimated the importance of the unplanned or hidden curriculum in preparing the AC. 

3. Development of the Australian Curriculum and Curriculum models related to this development.

Ralph Tyler’s Objectives model and Walker’s Naturalistic model curriculum could have been an influence in the development of the AC. Tyler’s model starts by stating objectives, selecting learning experiences, organising learning experiences and concluding with evaluation of objectives (Brady & Kennedy, 2010). Tyler does not provide any philosophies behind any of the steps, which is a weakness in Tyler’s model (Brady and Kennedy, 2010). However, this weakness allows for flexibility for the AC developers, and could well have been based on Tyler’s model. The AC curriculum developers had flexibility about decisions and this allows teachers flexibility to decide how best to teach the curriculum. Another influence on the development of the AC is Walker’s naturalistic model. Walker’s curriculum planning involved three steps: platform, deliberation and design. The first phase of the AC development, known as the curriculum shaping phase involved three steps culminating into the publication of Shape Paper. These included discussion of key issues, debates and reviews. This first phase could be comparable to Walker’s naturalistic model platform step.  ACARA (2012a), in developing the AC, consulted with professionals and allowed the public to provide feedback via their website. This step is the deliberation step of Walker’s naturalistic model. Finally, the last step is designing and developing the AC. Learning areas of English, Mathematics, Science and History are already completed. It could be concluded that the AC displays the attributes of Tyler’s Objective model however the process of developing the AC is based on Walker’s naturalistic model.

Curriculum is also developed at many different levels (Whitton, 2010). This is clear in a declaration by ACARA stating its commitment to “supporting all young Australians to become successful learners, confident and creative individuals and active, informed citizens, and developing a curriculum which will equip all young Australians with the essentials skills, knowledge and capabilities to thrive and compete in a globalised world and information rich workplaces of this century” (ACARA, 2012b, p.4). This declaration clearly suggests that the AC is influenced by societal goals in developing the national curriculum. It is also clear that the general capabilities outlined in the ACARA documents (ACARA, 2012a) are connected to societal goals. Societal values in Australia include multiculturalism and sustainability, and this was identified in the 2008 Melbourne Declaration on Educational Goals for Young Australians. The AC implements these goals through the General Capabilities and Cross-curricular descriptions. These include perspectives on indigenous Australia, sustainability and Australia’s involvement with Asia (ACARA, 2012a).

4. Structure of Australian Curriculum (AC)

The AC is set by ACARA. Shape of the Australian Curriculum (ACARA, 2012d) is a document that describes the structure and development of the AC for the Foundation to Year 10 learning areas for English, Mathematics, Science and History. The three core areas of the AC are, learning areas, general capabilities and cross-curriculum priorities.

ACARA’s (2012a) website lists the curriculum content for Foundation to Year 10 learning areas (English, mathematics, science and history) outlining the purpose and structure of each learning area. English Foundation to Year 10 comprises of three interrelated strands and each strand focusses on reading, writing, speaking, listening and emphasis placed on grammar. Mathematics Foundation to Year 10 is organised around three content strands. Sub-strands of each content description show educators the sequence and development of concepts in each strand. Proficiencies included in the three strands are understanding, fluency, problem solving and reasoning. Science Foundation to Year 10 has three interrelated strands and focusses on inquiry-based methods. Finally, History (Foundation to Year 10) is organised into two interrelated strands: historical knowledge and understanding; historical skills. The two strands focus on Aboriginal and Torres Strait Islander histories and cultures, and Australia’s engagement with Asia.

The content descriptions and content elaborations offer educators further information on what students need to be taught. Achievement standards are described and work samples illustrate the expected standard of students. The general capabilities include literacy, numeracy, information and communication technology, critical and creative thinking, ethical behaviour, personal and social competence and intercultural understanding. Educators are able to use their creativity to weave these into the learning area content.

Cross-curriculum priorities are designed to make the AC relevant and address issues faced in today’s society. The three cross-curriculum priorities are: Aboriginal and Torres Strait Islander history and cultures, Australia’s engagement with Asia and sustainability. These can be embedded in all learning areas. 

5. Australian Curriculum in relation to the needs of diverse 21st Century learners

The AC recognises the diversity of learners in Australian classrooms. Students in the 21^st century Australian classroom come from diverse backgrounds, have special needs and classrooms consisting of students with various abilities and learning styles (ACARA, 2012a). These diversities are being addressed by the AC through ACARA produced resources, cross-curriculum priorities and general capabilities.

Australia is a multicultural nation and includes diverse religious practices and customs.  Many languages are spoken, including 50 Indigenous languages. Dr Burridge (2009), states, “schools and teacher education institutions reflect the growing linguistic and religious diversities of our communities, and need to find ways to address both the challenges and opportunities they represent” (Burridge, 2009, para.2). The AC addresses both the challenges and opportunities by providing English as an additional language or dialect (EAL/D) students with a general curriculum that is accessible. To make this possible, ACARA (2012a) has developed the English as an Additional Language or Dialect Teacher Resource. This provides guidance for teachers to support EAL/D students access the AC. The diverse backgrounds in the 21^st century Australian classroom, is reflected in the AC with the inclusion of intercultural understanding (general capabilities). This allows students to gain deeper understanding, appreciation and impact of Aboriginal Torres Strait Islander histories and cultures. Students also develop understanding and appreciation of Asian countries. These are achieved through the cross-curriculum priorities in the AC (ACARA, 2010a).

In 2003, 101,700 Australian students with an intellectual disability were placed in schools. This included students with learning difficulties, social difficulties and communication difficulties. In 2010, this number grew to 150,000 students and is a significant concern in the 21^st century (ACARA, 2012e). According to a research publication by ACARA (2012e), Special Education Needs (SEN) students have been included in the mainstream government curriculum and the AC developers have made appropriate adjustments to the curriculum content, complexity, pace and pedagogical approach to cater for the needs of SEN students. Some SEN students are not able to access the Foundation to Year 10 curriculum, and therefore ACARA is in the process of developing additional curriculum content and achievement standards (ACARA, 2010a).

Due to the diversity of cultural backgrounds and students with intellectual disabilities, teachers must be aware of learner characteristics such as cognitive, affective and physiological learning style and be aware of the multiple intelligences in the classroom (Brady and Kennedy, 2010). The AC recognises this diversity in the classroom and allows teachers the flexibility to implement classroom programs that caters to the needs of all types of learners (ACARA, 2010b). For example, teachers can create learning environments that are emotionally safe and provide learning options (to cater to the needs of students with different learning styles) at different degrees of difficulty through use of Scootle and other technological aids. With advances in technology, 21^st century classroom teachers have many ways of presenting information to students that it caters to the needs of a diverse range of learners (Brady and Kennedy, 2010).

6. Comparison of AC to local (state) and international Curriculum models

Before the national curriculum, Victoria had its own curriculum. Schools and teachers planned learning programs within the curriculum framework outlined by VELS. VELS is now known as AusVELS since the implementation of the AC. The purpose of VELS was to provide schools and teachers with a framework that reflected Victorian priorities and approaches to teaching and learning. The purpose of AusVELS is to provide Victorian schools a model and resource to effectively implement the AC (VCAA, 2013). The Victorian curriculum (VELS) comprises of three domains (Physical, Personal and Social Learning, Discipline-based Learning and Interdisciplinary Learning). Once the national curriculum is fully implemented, these domains will be replaced by general capabilities and cross-curriculum priorities. According to VCAA (2013), many of these critical components are imbedded in the national curriculum general capabilities and cross-curriculum priorities.

Currently, Victoria has implemented the AC learning areas of English, Maths, History and Science. All other learning areas are in the shaping and or writing stages. Discipline-based learning, in the areas of Maths, Science, History and English has had changes to the syllabus with the implementation of the national curriculum. For example, History has had changes and can be compared to the Victorian curriculum prior to the national curriculum and the International Baccalaureate (IB), which ACARA (2012a) has recognised as an alternative curriculum to be included on ACARA’s Recognition Register (ACARA, 2012f).

The key difference between the national curriculum History and VELS History is that the national curriculum History knowledge and understanding, is sequenced year by year with specific thematic content. VELS included History as part of The Humanities domain at Levels 1 and 2 at a much broader level. For example, Year 3 is focussed on ‘Community and Remembrance’ and Year 4 is focussed on ‘First Contacts’ (ACARA, 2012a). The challenge for Victorian teaches is implementation due to composite classes. How can two separate units be taught in a composite classroom without having to teach two units?

The national curriculum seems to be generally aligned with the IB PYP History content. For example, the PYP framework strand: continuity and change through time is similar to the AC primary school history. By the end of Year 10 IB History, the curriculum does not include the same depth as the AC (ACARA, 2012a). For example, IB History (IBO, 2013) does not include content on Aboriginal and Torres Strait Islander peoples and Australia’s place in world history. However, the IB program is flexible enough for schools to address this lack of content through program planning and implementation.

7. Conclusion

Various meanings and interpretations of curriculum were discussed. All Australian states and territories follow a national curriculum, which is still under development. Ralph Tyler’s Objective model and Waker’s Naturalistic model were compared to the development of the Australian national curriculum. The structure of the AC is developed to cater to the needs of diverse 21^st century learners and this was discussed in reference to the Shape of the Australian Curriculum (ACARA, 2012) document. The Victorian curriculum VELS has changed to AusVELS to help make a smooth transition to the national curriculum. Changes VELS History was compared to the AC History and IB (PYP) international curriculum model.

References

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