Capabilities of Australian Curriculum for Technology - Essay Example

Cross Curriculum Priorities and General Capabilities with Australian Curriculum for Technology Name Institution Cross Curriculum Priorities and General Capabilities with Australian Curriculum for Technology Introduction It is evident that the Cross Curriculum emphasis has had a profound impact on the education system of Australia. The underlying focus of the Cross Curriculum priorities is to establish a curriculum that is relevant while at the same time having the ability to meet the minimal standards laid down by the Melbourne Declaration (ACARA, 2012). These priorities focus on developing the content that is rich with knowledge, skills and understanding in connection with Aboriginal and Torres Strait Islander history and cultures and the two other top priorities. This essay focuses on the third priority of the Cross Curriculum program, which is sustainability and how it integrates with the general capabilities of literacy and numeracy (Labbo, 2006). In this document, general capability aspects of numeracy and literacy have been reflected through Critical and Creative Thinking (CCT). The sustainability aspect focuses on how the curriculum is designed to empower Australians to participate in creating sustainable living. It enables the use of knowledge and skills in creating an environment where everybody can live peacefully. In essence, this cannot be achievable without guaranteed literacy and numeracy capabilities. In this document, the KLA subject is Technology and is used to clearly illustrate how Cross Curriculum theme has been linked to various pedagogical practices in the Australian National Curriculum. Cross Curriculum Priorities and General Capabilities There are three Cross Curriculum Priorities in the Australian Education Curriculum. The first priority is the Aboriginal and Torres Strait Islander histories and culture. This priority gives Australians a chance to gain understanding through learning more about cultures of different people in the world (Knight & Heazle, 2011). This is an equipping process that will enable Australians to be actively involved in the progress taking place in their country. The second priority of Cross Curriculum is Asia and Australia’s engagement with Asia. This priority enables students to enrich themselves with the diversity inherent in countries in Asia. This makes it easier for the Australians to work and live with other Asians around the world. The last priority is sustainability. This enables learners to gain skills, knowledge and values that will foster sustainable living (Hudson, 2006). On the other hand, general capabilities refer to endowments in terms of knowledge, skills and behavior that make it possible for Australians to live and work effectively in the current world. The two types of general capabilities are numeracy and literacy. These two aspects have been discussed in light with Creative and Critical Thinking pillar that is emphasized in the National Curriculum. Asia and Australia’s Engagement with Asia (AAEA) have been proven significant to the Australian curriculum. The inclusion of AAEA denotes the understanding of the fact that Australia is not independent as such when it comes to achieving economic, cultural, political and social goals (Reynolds, 2005). Australia will have to keep working with other countries to achieve such goals and that is the reason such information has been included in the curriculum to reinforce its significance. The Australian students are therefore expected to work with other Asians in order to build social and intellectual capital required in propelling the country to greater heights of growth. On the other hand, the inclusion of Creative and Critical Thinking (CCT) is aimed at fostering the culture open-mindedness. Through that, students are capable of developing, evaluating and critiquing knowledge, ideas, concepts, phenomena, theories, etc. When students are in a position to effectively engagement their through CCT to achieve certain goals, they will be considered literate and numerate. How AAEA and CCT are represented in Australian Curriculum through Technology Technology has a transformative function not only to students, but to the society at large. The young Australians are challenged through the National Curriculum to cultivate the innovative mind that can create or use technology for the benefit of the country and the entire world. The AAEA provides an authentic platform upon which knowledge and understanding of technology is built (Gehrke, 1989). Through this, it can be noted that technology is clearly reflected in an elaborate manner. AAEA creates awareness for students to realize that the interaction of people from different parts in some way creates a problem whose solution lies in the innovation of technology. Nevertheless, it is important to clarify the fact that this function is indirectly reflected. It is not as clear as it is for CCT. When it comes to CCT, it can be clearly seen that it was included in the curriculum for harnessing innovations that lead to technology. This indeed is very elaborate. Students are expected to be creative and critical to certain extend that they will develop ideas that will turn out to be solutions to the problems being experienced in the country and worldwide. The role of instructors and teachers therefore is to use their pedagogical practices to ensure that students’ ideas are harnessed well in order to result to technology (Edwards, 2001). For instance, use of pedagogical practices that have strong research base is highly encouraged. An example of pedagogical practice that is critical in facilitating development of technology from creative minds, based on CCT is scientific investigation. The process of scientific investigation allows students to be actively involved in their minds and this can result into innovative ideas, then technology. Comparatively, CCT is more reflected in technology than it is the case of AAEA. CCT can be easily noticed as the key ingredient for creativity and innovation. Linking AAEA and CCT to Models of Curriculum Considering the fact that the discussion is centered upon technology, the most suitable model would be the enquiry-based learning. This is a model that puts the learner in an investigative position. The level of literacy and numeracy acts as the foundation upon which students can explore various arenas of knowledge in search of solutions to existing unsolved/unanswered questions. This learning model stimulates the curiosity of the learner in relation to various aspects of life. This leads to investigations and experiments in the quest of meeting the curiosity (Hudson, 2006). This undertaking usually moves people out of their inertia and ends up creating the desired change. Inquiry-based learning is a cyclical process whose investigation ends up into more questions. Through this process, knowledge is being transmitted from one source to another. The AAEA program opens the minds of students in learning institutions. The fact that Asia contains different people with varied practices, it creates a platform where students would want to find out the reason behind the difference. The nature of inquiry-based learning illustrates the fact that quagmires are supposed to be cracked. These quagmires relates to differences that may exist in relation to particular practices in the Asian countries. Therefore, this stimulates the kind of inquiry that aims at ensuring that solutions are arrived at (Newton & Rogers, 2003). Nevertheless, this is notas practical as it is for the case of the CCT. CCT is an area that fits into all the dimensions of inquiry-based learning. The focus here is upon discovery based on unmet mental desires/expectations. This can be expressed through critical thinking and later on asking serious questions regarding the same. This is because creative minds will always critique, evaluate, judge, all with the intention of coming up with a solution that can be defended. The cycle of inquiry-based learning leads to setting of hypothesis in order to establish some factual information from experiments (Dowden, 2007). In doing so, the mind of the learner will keep growing. In other words, the literacy level will be increasing appropriately. At the same time, if the end result is innovation that leads to technology that will be creating a sustainable society. Inquiry-based learning curriculum encourages creative and critical thinking which directly promotes technology. Therefore in the designing of the curriculum, it was important that it was founded on inquiry-based learning model. In such a way, numeracy and literacy work together to evaluate and critique ideas and facts which finally leads to technology. Technology creates an environment where people can work and interact with a lot of ease (Newton & Rogers, 2003). Indeed, there is no better way of defining sustainability of the people in a society than this. Having considered this relationship, it will be true to point out that increasing numeracy and literacy level will directly facilitate sustainability of people in the country. Therefore, the Australian National Curriculum has been designed to enhance literacy levels that finally promote technology (ACARA, 2012). If the curriculum is followed strictly, students will be fully equipped to play critical roles in ensuring sustainability in the country. CCT is the key tool in ensuring that the desired sustainability index is achieved. Having analyzed the two priorities, AAEA seems to facilitate social cohesion while CCT seems to stimulate technology. While both have impact on sustainability in the country, CCT seems to have a more profound effect. The link between AAEA, CCT and Pedagogical Models and Practices Pedagogy is a means of enhancing student learning and the source of teacher’s identity. The central aim of education is the development of the whole person. This therefore calls for pedagogies which are aimed at breaking the chains imposed by ignorance and inadequate opportunities. Enabling pedagogies provides opportunities that are meaningful and relevant to the learners which in the long run encourage them to critique and question, make choices and create and express ideas with skill and confidence (Labbo, 2006). Every young person needs to be literate and numerate. This is because literacy and numeracy are used in every part of day-to-day lives as one communicates with others. It is worth noting that, the teacher’s pedagogical reasoning influence their uses of ICT and this on the other hand contributes to the learner’s attainment (Newton & Rogers, 2003). In the same case, teachers own pedagogical beliefs and values contribute to the learning opportunity at hand. Teachers understanding of the recourses available are also very vital in ensuring that numeracy and literacy is realized in the entire learning process. Technology is said to be a potential in enhancing literacy teaching. However, it has been stated that, teaching of literacy first and the technology as a tool to mediate pedagogical practices in the ever dynamic world. There are quite a number of models and theories of pedagogy which can be explained in relation to AAEA and CCT as developed in the Australian Curriculum. One of the models was developed by Merrill. It is known as the Merrill’s model. The model illustrates the fact that effective learning environment is that which is problem-based. In such case, students are involved in the following main stages of learning: application of prior knowledge, demonstration of skills, application of skills and integration into real-world activities (Hattie, 2003). In this case, it is easy to realize that problem-based approach is connected to inquiry-based curriculum that is adopted in the Australian Curriculum. This approach has the capacity to facilitate learning of the key items found in the curriculum. These items are AAEA and CCT. For instance, the fact that the approach is problem-based makes it a bit easier to be able to establish knowledge about AAEA. In that process, identifiable problems are highlighted and solved. Students are challenged to be creative enough to come up with solutions found in AAEA (ACARA, 2012). While undertaking such a challenge, the students will be provoked to think deeper and wider. In seeking solution to such challenges, they will indeed will have to apply CCT. Creative and critical thinking is an application that enables students to be involved in the analysis of problems in search of the desired solution. Therefore, this model makes it possible to teach both AAEA and CCT at the same time. Conclusion From the discussion above, it is quite elaborate that the integration of Cross Curriculum themes and General Capabilities is very effective especially when it comes to emergence of technology. In one way or the other, embracing of either AAEA or CCT in the Australian Curriculum creates a platform for innovation that eventually leads to technology. Technology has been regarded as a tool used to solve problems being encountered. The study of AAEA brings to realization to the student the need to be part of problem-solving team in the society. In that setting, the underlying guiding principle is to ensure sustainability not only in the country, but the entire world. Students are motivated to participate in ensuring sustainability because of the emphasis that is highlighted in the National Curriculum. Through AAEA, the students come to the knowledge of interconnectedness of the current world and the need to coexist. At the same time, the emphasis laid upon the study of CCT is significant for seeking solutions to existing challenges. That is a prerequisite to achieving technology goals in the current world. Effective application of CCT is one indication that an individual has attained numeracy and literacy. This brings to the conclusion that the Australian National Curriculum has been designed to meet the current needs in the country and beyond. Therefore, the integration of AAEA and CCT works for the enrichment of the curriculum. References Australian Curriculum Assessment and Reporting Authority. (2012, August 1). Cross-curriculum Priorities, Retrieved from: http://www.australiancurriculum.edu.au/CrossCurriculumPriorities Dowden, T. (2007). Relevant, challenging, integrative and exploratory curriculum design: Perspectives from theory and practice for middle level schooling in Australia. The Australian EducationalResearcher, 34(2) , 51-71. Edwards, A. (2001). ‘Researching pedagogoy: a sociocultural agenda. Pedagogy, Culture and Society 9(2) , 161-186. Gehrke, N. J. (1989). A look at curriculum integration from the bridge. Curriculum Journal, 9(2) , 247260. Hudson, P. (2006). Exploring a four-step science teaching and learning sequence for sustainable living. Teaching Science, 52(1) , 39-41. Hattie, J. (2003, October). Teachers make a difference: What is the research evidence? Paper presented at the Australian Council for Educational Research Annual Conference on Building Teacher Quality, Melbourne. Knight, N. & Heazle, M. . (2011). Understanding Australia’s neighbours: An introduction to East and Southeast Asia (2nd ed.). Sydney: Cambridge University Press. Labbo, L. (2006). Literacy pedagogy and computer technologies: Toward solving the puzzle of current and future classroom practices . Australian Journal of Language and Literacy, 29(3) , 199-209. Newton, L. and Rogers, L. . (2003). ‘Thinking frameworks for planning ICT in science lessons’, School ScienceReview. 84 (309) , 113–120. Reynolds, R. (2005). The education of Australian Aboriginal and Terries Strait Islander students:Repair or radical change. . Childhood Education, 82 (1) , 31-6. Read More