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Australian Curriculum Analysis

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The Melbourne Declaration commits ‘to supporting all young Australians to become successful learners, confident and creative individuals, and active and informed citizens’
The Australian Curriculum acknowledges the changing ways in which young people will learn in the 21st century and the challenges that will continue to shape students learning in the future. The curriculum is important in setting out what will be taught, what students need to learn and the expected quality of that learning. The commitment to develop a national curriculum reflects a willingness to work together, across geographical and school-sector boundaries, to provide a world-class education for all young Australians. Working nationally makes it possible to harness collective
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Section 1: Sequence the key events of the “Its time” campaign and the Whitlam Labor Government between 1971 and 1975, and explain why the election win in 1972 was significant. (Max 300)! http://primeministers.naa.gov.au/primeministers/whitlam/elections.aspx! ! 1. The Coalition fell further behind Labor in the polls, and Gorton resigned in 1971!

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Higher education is important to most people, but there are times where it does not take priority. One major issue talked about by Magdalena Kay in “A New Course” is that teachers are teaching to the state test, and not to teach students knowledge. There are two perspectives in this article: one is from Magdalena Kay, an associate professor of English at the University of Victoria, and the other is Christopher Lasch. Christopher Lasch is a historian and a social critic, who does not have an inside sight into the educational system. Lasch is only able to express the perspective of an outsider, unlike Kay who has an insight because she is in the educational system.

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January 26th represents the national public holiday, Australia Day. It is a day of celebration of the establishment of the country and at the same time marks the day a mass invasion begun on the Indigenous Australian population, resulting in deaths among their population. Ben Roberts-Smith’s opinion article, ‘We are one but we are many’ featured in the Herald Sun on January 26th, 2017; expresses optimistically that, Australian’s differences are what makes Australia great. He attempts to make the reader to reflect upon how lucky they are to live in ‘such a lucky country’. However, Kevin V. Russell’s letter to the editor entitled, ‘End Australia Day’ was also published in the Herald Sun on January 26th, 2017.

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I deliberately developed my activities that mostly require students to work in small groups or pair work with students of mixed abilities because of the advantages that group work has on peer teaching and learning. In framing my activities, I considered whether they promote high order thinking, cater for the diverse needs of students and address the Cross Curricular Priorities and General Capabilities as stipulated by the Australian Curriculum (AC) within the context of AC: History. My activities also hinges on the first two goals of the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008) Throughout my activities, I considered what I want students to know (content), the skills I wanted students to gain, (historical

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It said that we need to build a “smarter Scotland” (2007) by encouraging and helping young people to become “a successful learner, confident individuals, responsible citizens and effective contributors”. (Unsupported source type (InternetSite) for source Edu141.) The design of Curriculum for Excellence includes these “four capacities” (Unsupported source type (InternetSite) for source Edu141.)and provide schools with the basis of helping children to see the relevance of what they are learning and develop these capacities that underpin their personal, social and economic futures. The introduction of “Curriculum for Excellence” (Unsupported source type (InternetSite) for source Edu141.) has also raised the expectations for skills development as well as knowledge and understanding. Concentrating on the skills aspect helps us see more clearly where creative thinking can improve both Experiences and Outcomes for

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The notion of curriculum is used in divergent ways both within and across HE systems, and often with- out a shared understanding of its meaning (Fraser and Bosanquet, 2006) and the term is using here in a broad way, to include learning, teaching, through academic support and induction, as well as program contents for learning outcomes. As Berger & Braxton (1998) stated that they view the curriculum as the primary way to engage students both academically and socially, and to build institutional commitment and belonging (Leathwood and O’Connell, 2003; Read et al., 2003; Thomas 2002). The curriculum is usually situated within a discipline, which determines the curriculum contents and the disciplinary norms and expectations that shape the academic culture and values and the ways of teaching and learning which are expected or assumed. A significant factor in students’ success or otherwise in their learning in higher education and in the disciplines is the intention with which they approach their studies (Marton and Saljo, 1976). This affects the degree to which the students engage with their subjects.

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