Structure Of The Australian Curriculum Essay

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Texts are chosen because they are judged to have potential for enriching the lives of students, expanding the scope of their experience, and because they represent effective and interesting features of form and style.Together, the three strands form an integrating framework of disciplinary knowledge and focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking and writing from Foundation to Year 10.The three strands are: Content descriptions in each of the three strands are grouped into sub-strands that, across the year levels, present a sequence of development of knowledge, understanding and skills. Table1: Overview of sub strands and threads in the Australian Curriculum: English (F-10) Each strand contributes to the study of English its own distinctive goals, body of knowledge, history of ideas and interests, and each relates to material worth studying in its own right.These include the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, texts from Asia, texts from Australia’s immigrant cultures and texts of the students’ choice.Each year level description in the Australian Curriculum: English Foundation to Year 10 gives information about the nature of texts to be studied including appropriate types of texts and typical linguistic and structural features.The Australian Curriculum Assessment and Reporting Authority [ACARA] have the task of developing and implementing a nationwide curriculum. ACARA (n.d.-c) claims have addressed needs of young Australians while considering that changing ways in learning and challenges will continue to shape students education in the future. Retrieved from https://gov/pmc/articles/PMC1125124/ Queensland Studies, A. By developing a body of knowledge about these patterns and their connections, students learn to communicate effectively through coherent, well-structured sentences and texts.They gain a consistent way of understanding and talking about language, language in use and language as system, so they can reflect on their own speaking and writing and discuss these productively with others.Texts chosen include media texts, everyday texts and workplace texts from increasingly complex and unfamiliar settings, ranging from the everyday language of personal experience to more abstract, specialised and technical language, including the language of schooling and academic study.Students learn to adapt language to meet the demands of more general or more specialised purposes, audiences and contexts.


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