Broader Curriculum Debates Analysis
This assessment task requires you to critically analyse broader curriculum debates, focusing on key issues or perspectives
Part A
- A specific teaching context in regard to how it adapts and incorporates culturally responsive and socially critical perspectives in curriculum development (hint: base your context on your teaching area)
Part B
- A chosen cross-curricular priority: Aboriginal and Torres Strait Islander histories and cultures; Asia and Australia’s engagement with Asia; or Sustainability.
Part C
- Two (2) chosen general capabilities as appropriate to the teaching area and topic: literacy, numeracy, ICT, critical and creative thinking, personal and social capability, ethical understanding or intercultural understanding.
Each section needs to consider the bigger picture story.
For example, in Part A, you need to consider both national and global research related to your context/teaching area (history) that addresses the incorporation of culturally responsive and socially critical perspectives into curriculum. You could discuss how your context/teaching area has changed/adapted over time (you will need to research and understand the evolution of your teaching area, thinking about the influences of significant research, National Curriculum changes, political movements, policy changes
etc.)
In Part B provide a bigger picture understanding of your chosen cross-curriculum priority. For example, how has this area
featured in scholarly debates about school curriculum?
In Part C – as with Part B, think bigger picture. For example, what has happened in broader curriculum debates to make these
particular areas included as general capabilities?
The following Outcomes relate to this assessment task and are key requirements as listed in the marking rubric:
- Outcome 4: Critically analyse cross-curriculum priorities and general capabilities and incorporate within the teaching area/s
- Outcome 5: Critically evaluate teaching contexts in order to adapt and incorporate culturally responsive and socially critical
perspectives in curriculum development, with reference particularly to Aboriginal and Torres Strait Islander perspectives
and culturally diverse (including ESL and EAL/D) learners, stemming from an understanding of the ethos of schools and
the communities they serve (GA1; APST 1.4, 1.5) - Outcome 7: Critically examine the impact of education systems, school philosophies, policy development and school structures on
quality learning and teaching practices as a member of a collaborative learning community of professional educators (GA5,
GA7; APST 6.2, 6.4).