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dc.contributor.authorPriestley, Mark-
dc.contributor.authorLaming, Madeleine-
dc.contributor.authorHumes, Walter-
dc.description.abstractEducation 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.en_UK
dc.publisherACSA: Australian Curriculum Studies Association Inc-
dc.relationPriestley M, Laming M & Humes W (2015) Emerging school curricula: Australia and Scotland compared, Curriculum Perspectives, 35 (3), pp. 52-63.-
dc.rightsThe publisher has granted permission for use of this work in this Repository. To be published in Curriculum Perspectives by Australian Curriculum Studies Association.-
dc.titleEmerging school curricula: Australia and Scotland compareden_UK
dc.typeJournal Articleen_UK
dc.citation.jtitleCurriculum Perspectives-
dc.type.statusPost-print (author final draft post-refereeing)-
dc.contributor.affiliationEducation Management and Support-
dc.contributor.affiliationMurdoch University-
dc.contributor.affiliationUniversity of Stirling-
Appears in Collections:Faculty of Social Sciences Journal Articles

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