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This version produced 9/7/2012Updated 31 July 2012*The blueprint for an Australian curriculum is outlined in the Melbourne Declaration on Educational Goals for Young Australian. The Declaration defined the broad areas on what should be valued and taught in schools across Australia.
It has two clear goals:Goal 1: Australian schooling promotes equity and excellenceGoal 2: All young Australians become: successful learners confident and creative individuals active and informed citizens.
Why an Australian curriculum?For Australia to maintain its quality of life and presence at an international level, education is the key driver to productivity and competitiveness on the world stage. Other countries such as China and India will overtake at a rapid rate if we do not keep up. For this to be achieved it relies on the combined effort of all states and territories focused on improving students learning. We have a much mobile workforce and there will greater consistency for mobile students and teachers.
From the Melbourne Declaration on Education Goals for Young Australians December 2008 MCEEYTA *Each of the learning areas of the Australian Curriculum are being developed in three phases.Phase 1 English Mathematics Sciences (including physics, chemistry, biology) History The first phase curriculum has been published by ACARA.
Phase 2 Geography The Arts Languages The timeline for phase 2 is approx. 12 months behind phase 1, however the phase 2 subjects are at different stages of development For more details - http://www.acara.edu.au/phase_2__the_australian_curriculum.html
Phase 3 Health and physical education Information and Communication Technology and Design and Technology Economics, business, civics and citizenship*Participating in consultation processes is an important part of the curriculum development process, both at a national level through ACARA and at state level through the Department and the Board of Studies NSW.*The Australian, Curriculum, Assessment and Reporting Authority (ACARA) has been given the role of developing the Australian curriculum. ACARA is responsible for:An Australian curriculum from Foundation to Year 12 in specified learning areas.A national assessment program aligned to the Australian curriculum that measures students progress.A national data collection and reporting program that supports:analysis, evaluation, research and resource allocation; andaccountability and reporting on schools and broader national achievement.
*Phases 2 and 3 of Australian curriculum include Geography, Languages, the Arts, Health and Physical Education and Technologies. The Board of Studies will continue to coordinate the formal NSW response to Phases 2 and 3 as the draft Australian curriculum becomes available. The Board will follow its regular cycle of curriculum evaluation and review which will identify priorities for curriculum renewal. When a current syllabus or learning area is identified for renewal the Board will take the opportunity to incorporate Australian curriculum content. In all cases, all schools are required to implement current approved NSW Syllabuses until otherwise advised by the Board. This process will enable NSW education sectors and schools to determine the priorities and pace of curriculum renewal in NSW.
Memo to Principals D2012/834831 July 2012*The Organisation of the curriculum describes how the curriculum is sequenced.*Media Arts is not taught as a separate arts subject within NSW.*Each arts subject within the Australian Curriculum is presented through two interrelated (and generic) strands.*The Organisation of the curriculum outlines the expectations of minimum requirements F-10.**Literacy starting and continuing in English but literacy should be developed in all learning areas.
Numeracy starting and continuing in mathematics but should be in all learning areas.
Information and Communication Technology (ICT) competence required for all learning areas; includes information management, use of technology, ability to evaluate the source, reliability, accuracy and validity of information
Critical and Creative thinking includes generating new ideas, seeing existing situations in a new way, finding alternative explanations, finding new ways to apply ideas
Intercultural understanding includes appreciation of the special place of Aboriginal and Torres Strit Islander cultures, respect for Australias multicultural composition; working with others within and across cultures and appreciation of difference and diversity.
Ethical behaviour includes identifying right and wrong, ability and willingness to argue the case for change, ethics and values in human life, moral and ethical integrity.
Personal and social competence includes managing personal relationships, being self aware, manage or resolve conflicts and to participate successfully in a range of social activities.*There will be three cross-curriculum perspectives addressed in the Australian curriculum:
Indigenous perspectives will be written into the curriculum to ensure that all young Australians have the opportunity to learn about, acknowledge and value the histories and cultures of Aboriginal peoples and Torres Strait Islanders. A commitment to sustainable patterns of living will be reflected in the curriculumdocuments. The Australian curriculum should assist young people to develop skills, knowledge and understandings related to Asia and Australias engagement with Asia. Each of these dimensions will be represented in learning areas in ways appropriate to that area.
The curriculum documents will be explicit on how the priorities are to be dealt with in each learning area and how links can be made between learning areas.*A common structure is used to organise content for each Arts subject:
Rationale: Each of the five subjects within the learning area has a rationale which complements and extends the rationale for The Arts learning area.
Aims: The aims of each Arts subject are provided in conjunction with the overarching aims for the Australian Curriculum: The Arts.
Learning in : describes the specific learning that occurs within each Arts subject in relation to Making and Responding.
Band descriptions: provide an overview of the content at each level. They also emphasise the interrelated nature of the two strands and the expectation that planning will involve integration of content from across the strands.
Content descriptions: specify what teachers are expected to teach in each Arts subject (mandatory). They have a consistent structure, that, across the bands, present a sequence of development of knowledge, understanding and skills. They also identify links to the General Capabilities and Cross-Curriculum Priorities.
Elaborations: are examples that illustrate each content description (non-mandatory). They are provided as support material to illustrate and ex