Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/21726
Appears in Collections:Faculty of Social Sciences Journal Articles
Title: Emerging school curricula: Australia and Scotland compared (Forthcoming)
Authors: Priestley, Mark
Laming, Madeleine
Humes, Walter
Contact Email: m.r.priestley@stir.ac.uk
Issue Date: Sep-2015
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.
Type: Journal Article
URI: http://hdl.handle.net/1893/21726
URL: http://www.acsa.edu.au/pages/page33.asp
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
Murdoch University
University of Stirling

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