AUSTR

ALIA

AUSTR
ALIA

Background
ACARA (Australian Curriculum, Assessment
and Reporting Authority)

was established under Commonwealth legislation as

an independent inter-jurisdictional authority
ACARA is governed by a board nominated by the
education ministers as well as Catholic and
independent national peak bodies.
leads national collaboration to produce the Foundation
Year 12 Australian Curriculum.

http://www.acara.edu.au/verve/_resources/ACARA_Curriculum_Development_Process_Version_6.0_-_04_April_2012_-_FINAL_COPY.pdf

Background
ACARA (Australian Curriculum, Assessment
and Reporting Authority)

engaged in extensive national consultation

In 2009, following public consultation, The
Australian Curriculum was published.

Shape of the

document was approved by the council of Commonwealth

and state and territory education Ministers to guide the
development of the Australian Curriculum
The paper reflected the position adopted by ministers
collectively in their Melbourne Declaration of 2008
http://www.acara.edu.au/verve/_resources/ACARA_Curriculum_Development_Process_Version_6.0_-_04_April_2012_-_FINAL_COPY.pdf

Background
Melbourne Declaration on Educational Goals for
Young Australians (MCEETYA December 2008)

In this declaration, 4 ministers committed to supporting

all young Australians to become successful learners,
confident and creative individuals, and active and informed
citizens and to promoting equity and excellence in education.
three key areas: Aboriginal and Torres Strait Islander
histories and cultures; Asia and Australias engagement with
Asia; and sustainability

http://www.acara.edu.au/verve/_resources/ACARA_Curriculum_Development_Process_Version_6.0_-_04_April_2012_-_FINAL_COPY.pdf

http://www.acara.edu.au/verve/_resources/ACARA_Curriculum_Development_Process_Version_6.0_-_04_April_2012_-_FINAL_COPY.pdf

http://www.acara.edu.au/verve/_resources/ACARA_Curriculum_Development_Process_Version_6.0_-_04_April_2012_-_FINAL_COPY.pdf

Australian Curriculum
sets consistent national standards to
improve learning outcomes for all young
Australians

It sets out, through content descriptions and

achievement standards

ACARA develops the Australian Curriculum

http://www.australiancurriculum.edu.au/

Australian Educational System

School education is compulsory between ages 5

and 16
13 years of school education
Preparatory: not compulsory but almost
universally undertaken
Primary: 7 or 8 years
Secondary: 3 or 4 years
Senior Secondary: 2 years
School year starts from February to December

https://aei.gov.au/Services-And-Resources/Services/Country-Education-Profiles/About-CEP/Documents/Australia.pdf

Post Secondary / Tertiary Educational

Higher Education
academic year is from
February to November
Vocational Education and
training (VET)
academic year is late
January to mid-December

https://aei.gov.au/Services-And-Resources/Services/Country-Education-Profiles/About-CEP/Documents/Australia.pdf

Post Secondary / Tertiary Educational

Tertiary Education Quality and Standards Agency (TEQSA) (opens
in a new window
). It was established by the Australian Government to monitor
quality, and regulate university and non-university higher education
providers.
Types of higher education which lead to Bachelor, Master and
Doctoral Degrees.
43 universities in Australia (40 Australian universities, two
international universities, and one private specialty university).
Australian Vocational Education and Training (VET)
qualifications are provided by government institutions, called
Technical and Further Education (TAFE) institutions, as well as
private institutions.
http://www.studyinaustralia.gov.au/global/australian-education/vocational-education

www.ncee.org

www.gostudy.com.au

GOALS AND
OBJECTIVES

Melbourne Declaration
has two overarching goals

Goal 1:
Australian schooling promotes equity and excellence

The
Educational
Goals
for Young
Australians

Goal 2:
All young Australians become successful learners,
confident
and creative individuals, and active and
informed citizens

The Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA) replaced
the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) in July 2009.

F-12 (Foundation to Year 12)

Curriculum
web-based publication that is, using web technologies to embed
links and enable multiple views and access

Curriculum content includes knowledge, understanding and skills

that will be described for a particular learning area/subject at a
particular year level (for example, Mathematics, Year 5) or bands of
years (for example, the Arts, Years 5-6)

Achievement standards describe what students are typically able

to understand and do

F-10 (Foundation to Year 10)

Curriculum

In 2014
F-10 Australian
Curriculum is
being
implemented in
all states and
territories of
Australia

It includes
learning areas,
general
capabilities and
crosscurriculum
priorities

http://www.australiancurriculum.edu.au/

Supports
21st century
learning

Learning Areas
Learning
areas

Subjects

English
English
Mathematics Mathematics
Science
Science
History
Geography
Humanities
Economics and
and Social
Business
Sciences
Civics and Citizenship

The Arts

Drama
Dance
Media Arts
Music
Visual Arts

Endorsement by the council of

federal, state and territory education
ministers*
Endorsed in December 2010.
Endorsed in May 2013.
Awaiting final endorsement. Noted in
November 2013 and agreed that
curriculum could be made available
for state and territory use.
Endorsed in July 2013, subject to
further consultation with Western
Australia. Consultation is now
completed.

http://www.australiancurriculum.edu.au/Curriculum/Overview

Learning Areas
Technologies
Health and
Physical
Education

Design and Technologies

Digital Technologies
Health and Physical
Education
Chinese (three pathways)
Italian
Indonesian
French

Languages

Arabic, German, Japanese,

Korean, Modern Greek,
Spanish, Vietnamese
Framework for Aboriginal
Languages and Torres Strait
Islander Languages

Work Studies

Work Studies Year 9-10

Awaiting final endorsement. Noted November

2013 and agreed that curriculum could be
made available for state and territory use.
Awaiting final endorsement. Noted in April 2014
and agreed that curriculum could be made
available for state and territory use. Decisions
about the use of these curriculum are to be
taken by relevant authorities in each state and
territory.

Under development

Awaiting final endorsement. Noted in August

2014 and agreed that curriculum could be
made available for state and territory use.

http://www.australiancurriculum.edu.au/Curriculum/Overview

Senior Secondary Australian

Curriculum
The content describes the knowledge,
understanding and skills that are to be taught
and learned.
The achievement standards describe the quality
of learning (the depth of understanding, extent of
knowledge and sophistication of skill) expected
of students who have studied the content for the
subject.

Learning Areas
English
Essential English
English as an Additional L
anguage or Dialect
English
Literature
Mathematics
Essential Mathematics
General Mathematics
Mathematical Methods
Specialist Mathematics

Science
Biology
Chemistry
Earth and Environm
ental Science
Physics
Humanities and Social
Science
Ancient History
Modern History
Geography

Learning Areas
Literacy
Intercultural
Understanding

ICT
Capability

Personal
and
social
capability

Critical
and
Creative
Thinking
Skills

The Council of
Australian
Governments
(COAG)

Australian Education, Early Childhood

Development and Youth Affairs Senior Officials
Committee (AEEYSOC) AEEYSOC is directly responsible
to the council for the execution of its decisions.

Initiatives
to Address
Standing Council on School Education and Early
Childhood (SCSEEC) comprises Australian state and
territory, Australian Government and New Zealand
ministers with responsibility for school education and
early childhood development.

Australian
Curriculum,
Assessment and
Reporting Authority
Act 2008

The Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)
replaced the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) in July
2009.

Technologies Learning Area

Technologies adopted to reflect the range of
technologies addressed in schools

Australian Curriculum:
2 strands F-8 and 2 subjects Years 9-12

Design and Technologies

Digital Technologies

BACKGROUND
Design and Technologies students learn to develop and apply
technologies knowledge, process and production
skills to design, produce and evaluate solutions
using traditional, contemporary and emerging
technologies for real-world needs, opportunities,
end users, clients or consumers in a range of
technologies contexts.
Digital Technologies students learn to develop and apply technical
knowledge, process and computational thinking skills,
including algorithmic logic and abstraction, to transform
data into information solutions for real-world needs,
opportunities, end users, clients or consumers in a range
of technologies contexts.

Aims of Technologies Curriculum

The Australian Curriculum: Technologies will aim to develop students who:
are creative, innovative and enterprising when using traditional, contemporary
and emerging technologies

effectively and responsibly select and use appropriate technologies, materials,

information, systems, tools and equipment when designing and creating socially,
economically and environmentally sustainable products, services or
environments

critique, evaluate and apply thinking skills and technologies processes that
people use to shape their world, and to transfer that learning to other technology
situations

individually and collaboratively plan, manage, create and produce solutions to

purposeful technology projects for personal, local, national and global settings
engage confidently with and make informed, ethical decisions about technologies
for personal wellbeing, recreation, everyday life, the world of work and preferred
futures.

Structure of the Australian Curriculum:

Technologies
The Australian Curriculum: Technologies comprises two strands:
Design and technologies & Digital technologies.
All students will study both Design and technologies and Digital
technologies from Foundation to the end of Year 8.
Schools may choose to integrate the strands in teaching and
learning programs F-8.
In Years 912, students will be able to choose from a range of
subjects developed by ACARA and states and territories. In NSW
this may involve the existing elective subjects in the Technologies
KLA.

FOCUS AREA
The time allocation for Design and technologies and
Digital technologies combined are:

F-2
(60
HOU
RS)

3-4
(80
HO
URS
)

5-6
(120
HO
URS
)

9-10
(80
HOU
RS)

7-8
(160
HOU
RS)

1112
(200
240
HO
URS
)

ICT

TRENDS

Open source & open education

resource
Richard Stallman who founded the
GNU
Project to develop a free operating
system in 1983 and went on to
initiate the Free
Software Foundation. in 1985.

ICT

TRENDS

Social networking
has been variously described as Web 2.0
technologies, relational
technologies and interactive personal
networking (IPN). Both social networking
and
IPN are descriptive terms reflecting the

ICT

TRENDS

Collaboration
Web 2.0 tools such as Google Apps and Zoho Office, mentioned previously,
enable
people to collaboratively write documents, construct presentations, develop budgets
and build stories and research; that is share and work together to build content. In
addition, Web 2.0 can enable people to work in collaborative workspaces over
distance, to share resources and capture ideas. The results whether they be
documents,
photos, videos, slideshows, presentations, data, audio narrations or other rich media
can then be stored on the WWW for access globally or in a closed community.

ICT

TRENDS

Mobile technologies
The use of mobile communication has increased exponentially in the last decade. In
Australia, ACMA5 (2008, p. 25) report that there are more users of mobile-cell
phones, referred to as mobile phones, than fix line users.
Numerous reports alert
readers to the impending impact on education of mobile technologies (CoSN, 2004;
Education.au Limited, 2005; BECTa, 2006; NMC, 2007; NMC, 2008). Each makes
the point that mobile phones are evidence of the convergence of digital technology
and that they are expected to make a significant impact on education and learning,
especially through the use of games.

Scholarship
Changes in the way that the WWW
operates have brought about a wider
array of
choices for scholars in undertaking
research, writing, reviews and
collaboration.
There is little debate that searching
scholarly databases has been made
easier through

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STRATEGIES
Educators are working hard to integrate digital content video and
audio materials, instructional games, online digital learning objects, and
collaborative and research tools to promote learning and achieve
student outcomes.
This transformation from a print to digital environment requires districts to
think through a variety of areas, including:
How will students and teachers access content?
What is the quality of content and is it aligned to students' learning
outcomes?
What is the best way to ensure teachers are prepared?
Will the schools existing infrastructure support the new demands?
How will this content and data be managed and secured?

STRATEGIES
Educators are using cloud-based social media tools to:
Strengthen the student/teacher relationship by facilitating students
access to teachers anytime, anywhere.
Empower students to collaborate around learning with fellow students
to solve problems and help meet educational outcomes.
Enable teachers to build professional learning communities.
Open up new avenues for teachers and administrators to communicate
with parents.