4 .

The
Competencies
Comptency Approach
:: Competency

D Learning to think supports

prob lem solving and
decision making Student
D Developing personal skills Competencies
contribute to self knowledge and
monitoring and interpersonal
relationshipsand the ability to
work confidently.
D Their identity as Jamaicans, is
dependent on an
understanding of their heritage
and culture in relation to the
wider world.

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 Principles
The Ja rnaieanCuuicUILWn is b 8 Std

-
o n prirldples tfl&l M\ pfl&Site:
• The dcvetopmenl of wm pctent::les
be based on a
shared commitment to Atttntion to pment<l•vrntitiH.ind
caduE
promote: tion in meturure
TheJamaicanculture
andh, e itage
Jamaica will
Tolerance and respect te. rnl"I $lyl<'
lnclusivity
o,vergent thinking.indoutcomes
Social justice and
Oemoc,acy The place orculture inlearniog
Sustainable Ana'lch.1SM. trnpowt ringand
development
d'lought pr()Y()li,g oonto,;l

• U.•.. w• ...." "... . . . . . . o1 i.. 1.,1., ,. ...,.,....,.1.1.,,1<At,..

• N, , l ,:IW, (le - WJ b tl ,e,l fl '1>tlt ( l11Jbll: ,1,..., f -t f (>!J'lt<1

, loJ('tll°'Y1" " t'' •"' (>l"lftoe<.N ">r»IS r., - (lt<f> l v,10 t.l.)! M •,:hl ll; M( tl,t lt
• l ot♦ l t>>f• .,. lld•tl loM !<III•-

ASU:EC>
Today's
ObjectivesCo nti nues ..
CONCEPTUAL Genera1cet:80I
FRAM£WORI<
• Ch•nJSnt 1 1 J T I S In
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Ed1.X•tiON1I Tr-.n,f ormatlon
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Com prehensivelnvestigatio

""'""
Present
ed By
Guyan Gordon
ENTARY DESIGN

TM!SE INSTIIUCTIONAI.
MOOR

lf.ARNING
COMPLEMENTARY ISTtM/STEAM
INTEGRATION OF INTEGRATION)
THEORIES
 Australian High
School's National
Curriculum

A Comprehensive Investigation

Presented By
Guyan Gordon
 Today's Objectives
Examine Australian High
School's National
Curriculum

Curriculum : Philosophy

:Rationale

:Approach

:Design

:Objectives
 Today's
Objectives Continues..
We will discuss

Differences and similarities between

National Standard Curriculum
(Jamaica) and Australian National
High School's Curriculum

and
What can Jamaican Policy makers can
learn from Australian National curriculum
concept?
 This country is divided
into six (6) states

r(
J
Western
III , Queensland \
1
I
Austral1a
, ,..'-"'
Overview of Australia
Educational
Ranking , ..
$1 ,4 t rillion
5-0uth 17 in Educati on Rankings P O P lllA'TION

Aus1ralia 2S,0miflio
n
11,-c CCtn'Yl(fY...Cll ltr of A.11ir1.JI !ICCUJ:IC!i the $5 2,3 79
A.1 :r.alian()nbn(.ff. lh <1na 11nt • •• RE.AO MOR E .
 Overview of Australia
Educational
Ranking
la Australia
ODP

$1.4 trillion

POPULA'TION
# 7 in Education Ran kings
25.0 million
#6 out of 80 in 2019
ODP PER C A P I TA , PPP
The Commonwealth of Australia occup ies the $52,379
Australian continent. The ... READ MORE ..,
cour ,
 -
ustraliar,1 ationa[
curriculum philosophy

Eclectic orientation
Perennialism, idealism, realism,
Essentialism,
Experimentalism, and
Existentialism

Each subject or content area has their

own philosophical statements

Review of the Australian Curriculum (2015)

,.
 Catering for diversity
of student's
There is flexiblitiy for teachers to shape the
classroom programs to take into account:
-The different rate at which students
develop
-The diverse range of learning needs in the
class
• Schools and teachers will continue to
apply their profressional judgement
about how to reflect local and regional
,. circumstances, educational
philosophies and learning environment.

Acara (2013)
 Austrilian National
Curriculum Approach
The design of the curriculum assumes that
schools are best able to decide how to
deliver the curriculum and will, for example,
apply integrated approaches where
appropriate and use pedagogical
approaches that account for students'
needs, interests and the school and
community context.
- Emphasises a National/ Holistic Approach

Acara (2012)
 I '- """ ._, '- I ' - " " ' - I ' - " " I I " " - " " " I I I " " - " " " ' - " " " I I I " ' 4 " " " " - . _ , I I " " " '- . _ , " " " . _ , . _ , " " - I I . _ , "-

Our Education System

FOR A f:Af R SELECT
IO
TM SAM EXAM
6VERY&00Y' HA , PTAK
TO LEAS
CLIM& THAT T RE E

...
If you judge a fish by its 'ability' to climb a tl'ee , it will
spend its entire life believing its stupid - Albert
Einstein
 Austrailan Curriculum
rationale

Acara (2012, ) asserted that the rationale of the

Australian national curriculum is to improve
equity, quality and transparency of Australia's
education system (p.5).
....
Additionally, the document further suggested that
education plays an important role in determining
the lives of the Australian future citizens, and the
overall development of every child must be met in
the ever­ changing landscape of education

■■
 Curriculum Goals

Goals #1: "schools play a vital role in promoting

th ( personal values of ) intellectual , physical,
social, emotional, moral, spiritual and aesthetic
development and wellbeing of young Australian.

Goal #2: "a school's legacy to young people

should include national values of democracy,
equity and justice, and personal values and
attributes such as honesty, resilience and respect
for others
."
lhe Melbourne Declaration'
(2008)
'
 Austrilian Curriculum Design

The Australian Curriculum has a three­

dimensional design-discipline-based
learning areas, general capabilities as
essential 21st century skills and
contemporary cross curriculum priorities.

The design of the Australian Curriculum for

grade 9 and 10 recognises that many
students commence senior secondary
pathways and programs, including
vocational pathways, in these years.
 Australian National
Curriculum Objective's
• To ensure that all young asutralian are equpped
with the skills, knowledge, and capabilities
that provides a foundation for sucessful and
life long learning and participation in the
Australian community.
• Make clear to teachers what is to be taught
across the years of schooling.
• Make clear to students what they should learn
and the quality of the learning expected from
them

Acara
(2013)
)hape of the
curriculum
There are three core areas of the Australian Curriculum:
o Learning areas
(content descriptions and achievement
standards)
o General capabilities
o Cross-curriculum priorities

Structure of the Australian

CL
;urriculum content Foundation to Year 10
ationale and aims
, outline the purpose and structure of the learning area

;ontent descriptions
, core knowledge, understandings and skills -
what students will be taught

, accompanied by content elaborations that illustrate

and exemplify content

\Chievement standards
, describe the quality of learning typically expected of
students
, accompanied by work samples that illustrate
and exemplify
 General
capabilities
The general capabilities in the Australian Curriculum are:
o Literacy
o Numeracy
o Information and Communication Technology competence
o Critical and creative thinking
o Ethical behaviour
o Personal and social competence
o Intercultural understanding

The general capabilities are incorporated into learning area content

in ways that are appropriate to each learning area
General capabilities
 Cross-curriculum
•priorities
Three cross-curriculum priorities:
o Aboriginal and Torres Strait Islander histories and cultures
o Asia and Australia's engagement with Asia
o Sustainability

• The cross-curriculum priorities are embedded in

all learning areas as appropriate
• They are designed to support relevance and
address contemporary issues

i
h e Jamaica National
Standard
Curriculim (NSC) Key Aims
ofthe
Curriculum

These three key aims underpin all learning in the curriculum and provide its
purp direction.

• Develop a love for learning and a belief in success for self and others

• As individuals, demonstrate belief in their capabilities and relate well to others

• Identify the place of values, morals and attitudes that build a Nation and

influenc l fare in the world as globa I citizens

 3. values and Principles

Principle
Valles sprinciples that emphasize:
The Jamaican Curriculum is based on

Education in Jamaica will

• The development of competencies
be based on a
shared commitment to • Attention to present day realities
promote: and
the future
• The Jamaican culture
• Learning progression
and heritage
• Tolerance and • Learning styles
respect
• lnclusivity • Divergent thinking and outcomes

• Social justice and • The place of culture in learning

Democracy
• An inclusive, empowering and
• Sustainable
development thought provoking context
 CONSTRUCTIVISTPHILOSOPHY EMPHASIZED

CORE VALUES CONCEPTUAL FRAMEWORK

•Changing Paradigms in
• Active learning Education
• Respect for Diversity •A Modern Approach to
• Curriculum Modernization Assessment
• Constructivism
• Change
• e-Learning
• Inquiry into Practice
•Change and Sustainability in
Educational Transformation
> 3. Values and Principles
THEORIES FOR COMPLEMENTARY
DESIGN
THE SE
INSTRUCTIONA
L MODEL

PROJECT-BASED
21st Century LEARNING
Skills (4Cs) COMPLEMENTARY (STEM/STEAM
INTEGRATION OF INTEGRATION)
THEORIES

DEPTH OF CURRICULUM DRIVERS

INOWlEDGE
AESTHETICS
DOI
ICT, CULTURE
+ MOVEMENT
 4. The Competencies

Comptency Approach
= Competency

□ Learning to think supports

problem solving and
decision
□
making
Developing personal skills
Student
Competencies
contribute to self knowledge and
monitoring and interpersonal
relationships and the ability to
work confidently.
□ Their identity as Jamaicans, is
dependent on an understanding
of their heritage and culture in
relation to the wider world.
,es:
puts-
anal Curriculum

=­
,petent

Trunk:

,,,,,,.,._ Great learning

Experiences provided
through Pathways
 References

CARA 2012, The Shape of the Australian Curriculum, Version 4, ACARA, can
I:> accessed at: http://www.acara.edu.au/verve/ resources
the shape of the australian curriculum v4.p

Barr, A. (2008). Melbourne declaration on educational goals for

young Australians.

Burgh, G. (2015). Philosophy for children in Australia: then, now, and where
to from here?

Caldwell, B. (2014). The Australian education union opposing school choice

and school autonomy down-Under.

Review of the Australian Curriculum. (2015). [Ebook] (1st ed.). Retrieved 14

April 2015, from http://docs.education.gov.au/ system/ flles/doc/
other/11102014 fact sheet.pdf.

Thornton, S. (2015). Philosophy for children in Australia: then, now, and where
t m here?
 Principles
The Ja rnaieanCuuicUILWn is b 8 Std

-
o n prirldples tfl&l M\ pfl&Site:
• The dcvetopmenl of wm pctent::les
be based on a
shared commitment to Atttntion to pment<l•vrntitiH.ind
caduE
promote: tion in meturure
TheJamaicanculture
andh, e itage
Jamaica will
Tolerance and respect te. rnl"I $lyl<'
lnclusivity
o,vergent thinking.indoutcomes
Social justice and
Oemoc,acy The place orculture inlearniog
Sustainable Ana'lch.1SM. trnpowt ringand
development
d'lought pr()Y()li,g oonto,;l

• U.•.. w• ...." "... . . . . . . o1 i.. 1.,1., ,. ...,.,....,.1.1.,,1<At,..

• N, , l ,:IW, (le - WJ b tl ,e,l fl '1>tlt ( l11Jbll: ,1,..., f -t f (>!J'lt<1

, loJ('tll°'Y1" " t'' •"' (>l"lftoe<.N ">r»IS r., - (lt<f> l v,10 t.l.)! M •,:hl ll; M( tl,t lt
• l ot♦ l t>>f• .,. lld•tl loM !<III•-

ASU:EC>
Today's
ObjectivesCo nti nues ..
CONCEPTUAL Genera1cet:80I
FRAM£WORI<
• Ch•nJSnt 1 1 J T I S In
°""_We_w.,.i.lh.lkin1,s n.IIH.s_
_ - .......-- ......
.....
Educ•tion
....
...,..,,...... ,-.... -
""' ...... 0, •' l , , ,
• A Mod•rn App,o•ch to
.
.. _,,,_
.., s m . n t
• connructtvtsrn
• ..-Lffrnin1
.._ - -- :::.::,.: :-; -.:,;:-

• Ch•np and S.urta fn •bll1ty I n ,

Ed1.X•tiON1I Tr-.n,f ormatlon
..- • .
_,. -·
.. · --
' ..... .

___
•.........-,. .,

Com prehensivelnvestigatio

""'""
Present
ed By
Guyan Gordon
ENTARY DESIGN

TM!SE INSTIIUCTIONAI.
MOOR

lf.ARNING
COMPLEMENTARY ISTtM/STEAM
INTEGRATION OF INTEGRATION)
THEORIES