Australian Curriculum in Action: A Synthesis of the Possible Impacts of the National Australian Curriculum

By Janette Long and Susan Garrett.

Published by The International Journal of Diversity in Education

Format Price
Article: Print $US10.00
Published online: February 4, 2014 $US5.00

Australia, influenced by ever-increasing development of new technologies, people mobility, cultural changes, economic and environmental pressures, has become part of a global community increasingly being driven by knowledge acquisition. Consequently, the Australian Government needs to ensure that Australia has a strong and stable presence in the world arena. This requires a workforce that is skilled, innovative, and creative; one that is able to adapt to constantly changing demands, technologies, and expectations from a variety of stakeholders. The importance of providing a national curriculum is a key aspect of Australia’s development in Nationhood. This is evident in core curriculum documents such as The Melbourne Declaration on Education Goals for Young Australians (Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA] 2008), which clearly positions the role of Commonwealth and State/Territory Governments as providing students with an education that allows them to be successful, confident, creative, active, and informed members of society. These qualities will continue to support and advance Australia as an informed society with the ability to problem solve and embrace the challenges of the unfolding 21st century. Our students and teachers should make a significant contribution to the economy through the implementation of a national Australian curriculum. This article examines the newly emerging Australian national curriculum, which pursues excellence and equity that will benefit students, communities, and the nation. A special emphasis is placed upon the impact it has for teachers.

Keywords: National Curriculum, Economic Rationalism

The International Journal of Diversity in Education, Volume 13, Issue 2, March 2014, pp.13-24. Article: Print (Spiral Bound). Published online: February 4, 2014 (Article: Electronic (PDF File; 461.292KB)).

Dr. Janette Long

Associate Professor in Education, Faculty of Education, Australian Catholic University, Strathfield, NSW, Australia

Dr Janette Long is an Associate Professor in Education at the Australian Catholic University, Strathfield and contributes to both primary and secondary teacher education courses at undergraduate and postgraduate levels. Her research interests include professional development and learning, supervision, the practicum, mentoring, teachers’ professional knowledge, diversity in the classroom, curriculum, assessment and evaluation issues.

Susan Garrett

Class Teacher, Catholic Education Sydney, Australian Catholic Univeristy, Sydney, NSW, Australia

With more than 30 years of teaching experience in primary education, Susan Garrett has worked in both the public and Catholic school sectors. She has held a variety of leadership positions including her current position of Assistant Principal. Susan holds post graduate qualifications in Teacher Librarianship and Gifted Education and is presently completing her Master of Education degree.