Structure and Development of Curriculum.

‘Australia’s future depends upon each citizen having the necessary knowledge, understanding, skills and values for a productive and rewarding life in an educated, just and open society’ (Brady & Kennedy 2007) these skills, values and knowledge are gained throughout the early years of individual’s lives as they attend schools. The Australian Government ensures that all schools develop students in the appropriate manner by deriving a national curriculum by which all schools must follow. The national curriculum is constructed by The Australian curriculum, assessment and reporting authority (ACARA).

How is the curriculum organized?
There are four stages in the development of the Australian
The Australian curriculum also has similarities with Walker’s naturalistic model (1971b), as there is a lot of focus on how those planning the curriculum approach the task with a wide variety of values, beliefs and perceptions but work together to make a consensus about what is the most important aspect to place in the curriculum. Walker’s model displays how with the sharing of different beliefs and perceptions within society curriculum can be developed to accommodate and involve all involved in the society as does the process of developing the Australian curriculum. By involving people with diverse views and beliefs in the curriculum development process, both the naturalistic model and ACARA identify potential problems and issues the curriculum may develop in society.

What view is promoted about the purpose or goal of education?
During the construction of the National Curriculum “The Board needs to examine different curriculum approaches that may be required for different stages of schooling to support young people to grow and develop as successful learners.” (Professor Barry McGaw. Cited in ACARA 2008) Although different approaches are examined on how to deliver the