Education for all
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Education for all






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    Education for all Education for all Presentation Transcript

    • Education for All: PluralisticStrategies for the Implementation of the National Curriculum
    • No Direction
    • Education for All
    • History of the National Curriculum • 1980’s – Curriculum Centres Development of Core Curriculum • 1990’s – Keating’s Essential Learnings • 2000’s – Howard’s Statements of Learning • 2007 – Rudd’s National Curriculum & Testing • 2012 – States & territories implement national curriculum with some only piloting aspects. NSW delays implementation to 2014
    • Current IssuesNo commitment from the federal government infunding professional development for staff atschools has led to:•Increased workload•Confusion•Stress•Resentment
    • Pluralism
    • Pluralistic StrategiesThe divergent goals and interests of differentgroups inside and outside of an organisationresult in multiple processes that contribute tothe overall goals and objectives of theorganisation (Jarzabkowski & Fenton,2006).•Differentiation•Local Context•Collaboration•Specialist Teachers
    • DifferentiationTeaching• Teaching focuses on the essential knowledge, understanding, and skills targeted for the lesson.• Students are supported to think at a higher level• Tasks provide a meaningful challenge.• Support systems are in place to facilitate students’ success at a level that stretches their ability.Student Groupings• Flexible groupings are used to instruct small groups and to allow conversations with individual students.• Ability groups work together, as well as mixed-ability groups to enhance collaborative learning betweenstudents• Groups with similar interests can work on tasks to share and challenge each other’s interests whilst mixedinterests groups are used to create a classroom which supports open dialogue and understanding betweenstudentsAssessmentAssessment should be an ongoing process• Pre-assessment: a means to determine prior knowledge, understanding or skill related to an upcoming unitor lesson.• During: to determine students’ current knowledge and target any misunderstandings as the unit progresses.• Final: use a number of formal assessments and modify to enable each student to demonstrate theknowledge they have obtained via the teaching process.• Rubrics should be designed to push the student beyond his / her comfort zone(Thomlinson and Cunningham, 2011)
    • Local ContextUsing creativity and imagination supports theinteragency collaboration that can exist when schools,parents, caregivers, community agencies and businessrecognise that children, youth and adults learn throughbeing involved in the development of social andeconomic fabric of their community (Turner, 2004).
    • CollaborationA true pluralistic approach demonstrates thatcurriculum planning and collaboration are the“familiarities, awareness of fact, truths and informationgained through experience, learning and self-contemplation” (Kurubacak, 2011, p. 157).
    • Specialist TeachersWhile teachers want to be valued as professionals theyalso need to be confident that they can freely expresswhen they don’t understand curriculum content andthat this professional relationship supports this.
    • Are we there yet?
    • ReferencesChilcott, T. (2012) (as in conference paper)Donnelly, K (2008) (as in conference paper)England, J. (1992). (as in conference paper)Jahnukainen, M. (2011). (as in conference paper)Jarzabkowski, P., & Fenton, E. (2006). (as in conference paper) Kurubacak, G. (2011). (as in conference paper)Melbourne Declaration on Educational Goals for Young Australians, Retrieved from dfRance, C. (2012). (as in conference paper)Tomlinson, C., & Cunningham, C. (2011) (as in conference paper)Turner, D. (2004) (as in conference paper)Images:GPS [Picture] (n.d). Retrieved from|mt:0|Melbourne Declaration [Picture] (2008) Retrieved from q=Melbourne+Declaration&hl=en&safe=active&gbv=2&biw=1440&bih=719&tbm=isch&tbnid=2ksAAQe4Pgbi9M:&img refurl= Australians&docid=BGrq_ZSU9GmPaM&imgurl= &h=494&ei=JgG6T6vtDeiZiQeUj7XiCA&zoom=1&iact=hc&vpx=561&vpy=391&dur=203&hovh=210&hovw=240&tx= 127&ty=190&sig=103051110059323506623&page=1&tbnh=150&tbnw=172&start=0&ndsp=18&ved=1t:429,r:14,s:0,i:10 0Hair Pulling [Picture] (n.d). Retrieved from
    • Educate Together [Picture] (n.d). Retrieved from q=Educate+together&hl=en&safe=active&gbv=2&biw=1440&bih=719&tbm=isch&tbnid=PSYklf7WYk2EKM:&imgrefurl=http:// content/uploads/2011/06/educate_together.png&w=291&h=331&ei=vwG6T7WOH8iOiAetxdD3CA&zoom=1&iact=hc&vpx=582 &vpy=2&dur=172&hovh=239&hovw=210&tx=140&ty=63&sig=103051110059323506623&page=4&tbnh=164&tbnw=144&start|=62&ndsp=25&ved=1t:429,r:15,s:62,i:241 Endless Road [Picture] (n.d). Retrieved from qu=Horizon+Road&ex=1&ctt=1#ai:MP900438811