|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Title:||Emerging school curricula: Australia and Scotland compared (Forthcoming)|
|Publisher:||ACSA: Australian Curriculum Studies Association Inc|
|Citation:||Priestley M, Laming M & Humes W (2015) Emerging school curricula: Australia and Scotland compared (Forthcoming), Curriculum Perspectives, 35 (3).|
|Abstract:||Education policy across the Anglophone world is notable for the emergence in the last few years of new forms of national curriculum. This new curriculum model is characterised by a number of common features. These include a shift from the detailed specification of knowledge to genericism and a focus on skills/competencies, an emphasis on the centrality of the learner, and an articulation of curriculum as assessable outcomes. Despite these commonalities, the new curricula exhibit idiosyncratic features, formed as global discourses are mediated at the level of national contextualisation of curriculum policy. This article draws upon two case studies – the new Australian Curriculum and Scotland’s Curriculum for Excellence – to illustrate how, in these cases, new curriculum policy has emerged.|
|Rights:||The publisher has granted permission for use of this work in this Repository. To be published in Curriculum Perspectives by Australian Curriculum Studies Association.|
|Affiliation:||Education Management and Support|
University of Stirling
|Aust-Scot paper_final.pdf||600.38 kB||Adobe PDF||View/Open|
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
If you believe that any material held in STORRE infringes copyright, please contact email@example.com providing details and we will remove the Work from public display in STORRE and investigate your claim.