National V State Curriculum Essay

The issue of state vs. National program has been raging for umteen an few some other(prenominal) divisions now with the Australian field regime trying to personnel a subject area programme on totally(a) states and territories. nonetheless for this function all states and territories essential agree on the political program and with so numerous different ways of schooling and how students hold back been taught in the past it was always exit to be a difficult assignment. impudent second Wales, the leadership is assessments and with what they believe is a superior course, have been the main fighters of the curriculum. brisk S forbiddenh Wales believe a issue curriculum could work based slightly parts of their own curriculum as wellspring as improvements in reading development, management and mentoring. The implementation of an Australian issue curriculum bequeathing entail huge transposes to not only the young South Wales statement methodal syste m but the procreational systems of all states and territories. This bequeath also mean a change in the New South Wales syllabus in order to make it fit with the internal curriculum.As well as this it depart not only depart this impact on the fosterage systems within Australia but go out also mean a unused requirement for instructors to t for each one at the level required to discontinue a national curriculum to work. New South Wales believe that the federal judicature is trying to lower the pattern of education crossways the state in order to fit with the national curriculum. The New South Wales has long fought for the curriculum to be upgraded to fit with their syllabus so that when the nation does get brought to a certain level that level it is brought to is a high level of education self-aggrandizing everyone an opportunity at a better future as a whole.Not all the education departments agree or demand the changes that exit be brought in by a national curriculum. The New South Wales educational department are the main fighters of the implementation of the national curriculum. New South Wales believe the state curriculum they have in straddle alongside the HSC is more than adequate enough to suffice as a national curriculum for all states and territories. The development of the freshly national curriculum will mean changes to the New South Wales syllabus.This includes the introduction of chemical mechanism back into the syllabus as well as the introduction of plants into the procreative part of the syllabus. The latest version of the national curriculum from the Australian curriculum website appearances step by step how the national curriculum looks to improve the specimen of scientific companionship taught across the country. It goes in reconditeness to show how from year 1 right through to year 10 they will be building on skills exposet from previous years of science education.The latest version of the curriculum then goes on to tel l of the more in depth science will be taught from years 7-10. This curriculum is competent to show how the nation will be brought to the same standard of science noesis through primary and secondary education. As well as this the surgical incision of Education in the outline national curriculum for science (ACARA 2009) signal that although there will be new areas of study the curriculum will be more flexible for instructors allowing them to better teach the science curriculum.The draft curriculum also outlines 8 forms of considerations that will hope aboundingy close the spread between indigenous, foreign and disadvantaged students. These considerations include Equity and Opportunity, Connections to other breeding areas, Clarity of the curriculum, Breadth and depth of study, The role of digital technologies, The nature of the sunken-eyed (K-12), General capabilities and Cross-curriculum perspectives. The Department of Education are hoping that this will bring all students, schools and teachers up to a certain standard that this national curriculum will hopefully bring in.Bringing the students, schools and teachers up to a national standard will also hopefully make it easier for teachers to educate the students on topics and allow a bit more flexibility for the teachers in the classroom. The Australian national curriculum will also impact on the science statement. Aubusson (Australian journal of Education, 2011) believes that the curriculum will force one of two pedagogical situations. Aubusson believes the program line will change to a standardising pedagogy or a pedagogy that will allow teachers to interpret the curriculum and teach it to their students in a way they will understand surpass.The standardising pedagogy could potentially lead to teachers macrocosm unable to form a connection with their students which could in turn causa students to become uninterested in the topics. This could potentially lead to a big(p) amount of students failin g the course. However a pedagogy which allows teachers to interpret the curriculum so they know which way will be the best to teach their students will allow connections to be formed, students to remain interested and engaged in their education and will lead to an increase in examination marks.This brings me to the teacher development issue with the national curriculum. Many teachers and education professionals in New South Wales oppose the change is due to the drastic development teachers will penury to go through to allow the national changes to work. As sourced from the obligate Mentors Reporting on Their Own Mentoring Practices (P. Hudson 2010) Hudson refers to his own personal experience of the trouble of the last national curriculum.Hudson was a New South Wales school promontory at the clock time tells of how he believes the failure can be part blamed on the lack of development training offered to the teachers to allow them to teach the nation curriculum. New South Wales teachers and other teaching professionals believe that all Australian teachers need to go through development so that they are able to grapple the ways in which their students learn the best, this will advance the students eruditeness environment and allow them to work better as individuals and as a group.Teachers across Australia need to be able to understand and recognise the VARK learning system. The VARK learning system basically just asks the question of how students learn best. Whether they are, V visual learners, A auditory learners, R reading and write learners, or K kinaesthetic learners. As well as be able to recognise this VARK concept and implement it in the classroom teachers will also need to be able to recognise when things arent going to plan so they can improve their own teaching skills and the learning environment of the student.This will require constant reflection on the teachers on behalf, they must regularly reflect on how the lessons have gone. Doing this will not only help the teacher improve of their work and how they teach the curriculum but it will also help their students better understand the knowledge put before them. This means that teacher development is a must for the national curriculum to succeed for a long period of time. New South Wales are leading the way with teacher development, understanding and practices for the national curriculum rollout.The Minister for Education Mr Piccoli has stated in the past the NSW political relation is allowing their schools time to adjust to the changes the new curriculum will bring is. The government for NSW is delaying the implementation of the curriculum to hark back NSW schools and teachers time to prepare for these changes as well as time to implement the preparations. On August 9, 2011 Mr Piccoli stated that the national curriculum will not be rolled out across NSW schools until 2014 with the preparation and planning for the national curriculum to commence around 2013. ins truction is a light upon actor in the success of the national curriculum.For the curriculum to work steps must be put in place to manage the introduction of the curriculum as well as the up withstand of the curriculum changes. Early teacher or Preservice teachers will be benefitted by the fact that most of them will be starting their full time jobs around the same time the curriculum is rolled out allowing them to focus on the new curriculum and what needs to be done. However the old(a) teachers might struggle at times to recognise where change is needed from the old curriculum to new, this is where the management side of things comes into dissemble.As cited from the mentors promulgate (Hudson, 2010) teachers must help and mentor each other. There will be this area of overlap where the preservice teachers will be able to help the aged teachers understand the changes from the old to new curriculum whilst the older teachers are able to help the preservice teachers in understandin g the way in which the classroom whole kit and caboodle and how to better understand how their students work. This management and mentoring role comes from within the staffroom of the school and point in time teachers and principals must work together to achieve this mentoring and management role.Another key way for this mentoring idea to work is for teachers to give feedback on each other to help them improve. Hudson believes a method of understanding personal attributes, system requirements, pedagogical knowledge and modelling are all helpful in giving and/or receiving feedback. If colleagues are able to give and receive positive and little feedback well the standard of teaching will only improve. With the standard of teaching improving the curriculum will get taught better to students which will in turn mean an increase in examination marks create the national curriculum to work and to stick.With a new curriculum advent into place new resources will be needed for teachers to educate their students whilst stable keeping them engaged in the lesson. Not only will some new resources be needed but some of the older teachers resources could be irrelevant. This is where that teacher development will come into play again teachers will need to recognise where new resources are needed, where older resources arent needed and where some are still relevant. Again this will require all the teachers to come together and help one and other with this dilemma and help share resources in order to give each student the same learning experience.However new sources will be readily available to teachers with many an(prenominal) websites out there having new up to date schooling to show the children. There are also many sites out there with activities the teacher can do online with the class to keep them engage, there are also videos out there that contain the information required for the national curriculum to show the students as well. So although new resources will be n eeded there are still many places teachers can find resources to keep their students engaged.As a first year university student studying teaching in the New South Wales education system I believe a national curriculum is live for the future education of our next generation. However I do believe New South Wales were right to fight for the curriculum to be brought up to their standard because if we are going to have every student at the same level of education it should be at the highest level practical to give every student the best opportunity possible to have a successful life after school.The national curriculum will work throughout the country as long as teacher development is put in place as well. Teachers need time to develop and adjust their own teaching techniques so they can best teach this new curriculum to their students. Teachers in all schools will need to work together for this national curriculum to succeed in our schools to give the next generation of young Australi ans the best chance at success.